The recent introduction of the "Zero Reject" policy in Malaysia signals a historical shift towards a more inclusive educational environment and a point of departure from the previous inclusive education policy. Based on this context, this article examines the influence of wider policies, both international and national, on the development of Malaysia's "Zero Reject" policy. It does so by firstly historically locating the "Zero Reject" policy within the international and national policy landscape and then by examining how the notion of inclusive education has been interpreted in the "Zero Reject" policy. The findings revealed that there appears to be a combination of the medical and rights-based discourses in the "Zero Reject" policy. In moving forward, this article suggests researchers examine the enactment of the "Zero Reject" policy at various implementation levels which may shed light on the effectiveness of the inclusive education policy in Malaysia. In addition, a recommendation to recognise children from other groups of disabilities in future education policies in Malaysia is made so as to achieve inclusion and participation for all children with disabilities.