This paper aims to examine the implementation of inclusive character education for children with special needs in regular schools. In learning, children with special needs have different characters and modalities than normal learners. Therefore, approaches, methods, techniques, and learning tactics tailored to the learning needs to be meaningful for children with special needs and learners in general. The Regulation of the Minister of National Education No. 70 of 2009 on Inclusive Education aims to provide the widest opportunity to all students who have physical, emotional, mental and social disabilities or have the potential of intelligence and / or special talents to obtain quality education according to their needs and abilities. Inclusive character education can be realized by actualizing the value of rahman-rahim characterized by childfriendly learning. Implementation of inclusive character education in regular schools is characterized by child-friendly learning, empathy, learning centered on learners, and learning according to the learning needs of learners. Schools need to assess and identify the needs of learners, complementing infrastructure facilities that are child-based with special needs and school-friendly accessibility. Thus, the curriculum, learning, interaction, and assessment of learning will be tailored to the needs of learners with special needs. This is the true value of the character, the learning that respects the learners.