Inclusive Education in China: Complications and Causes
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Published
May 25, 2024
Abstract
Inclusive education is aimed at giving children with disabilities equality of opportunity in education. The Chinese government has released a host of regulations and action plans concerning inclusive education, defining its direction and setting forth the principle of respect for differences in its implementation. Nevertheless, there remain many challenges in inclusive education development. Among them is the low level of popularization of inclusive education in compulsory education. This article delineates the complications of the implementation of inclusive education in China and analyzes their causes with the intent of contributing to its high-quality development in this country.
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Keywords
Inclusive Education, Special Education, Special Education Students, Children with Disabilities, China
References
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Deng, M. (2016). Guidelines for the Practice of Inclusive Education. Beijing: Peking University Press.
Deng, M. & Zhao, H. (2019). The current state and development trend in inclusive education in China. Disability Research, 2019(1):12-18.
Dong, Q., Fang, J., & Guo, H. (2017). A new perspective of inclusive education for 2030. Journal of the Chinese Society of Education, 2017(10):31-35. Available at: https://kns.cnki.net/kcms2/article/abstract?v=Y_ITemen1J5Clro__1CrJJzWHvwb6_M5Bp3AuL-SMOFitqFGuVDKtuAMD4bmhP3ICwNvcD0pCl8QddCusHecHxwTGkuBOSsdGo5Qq_qPRUqe--838Bda1x03mSZWqo9F58Xaw33i5o=&uniplatform=NZKPT&language=CHS
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Du, Y. (2022). The application of information technology in secondary mathematics teaching in small-size classes. China New Communications, 24(6):3. Available at: https://qikan.cqvip.com/Qikan/Article/Detail?id=7107480883
Fan, L. (2021). Leave No One Behind: Policies on the Equalization of Public Services for Children with Disabilities at the Compulsory Education Level (doctoral dissertation). Northeastern Normal University. Available at: https://link.cnki.net/doi/10.27011/d.cnki.gdbsu.2021.001648
Ge, X. & Hu, Z. (2019). Modern Educational Technology in Special Education. Nanjing: Nanjing University Press. Available at: https://thinker.cnki.net/bookstore/book/bookdetail?bookcode=9787305215551000&type=book
Guan, Y. (2022). Professional Competence of Primary Teachers in “Inclusive Classes within Regular Schools” (master’s thesis). East China Normal University. Available at: https://link.cnki.net/doi/10.27149/d.cnki.ghdsu.2022.001590
Guo, Y. (2022). A Qualitative Analysis of the Professional Development of Teachers with the General Education Background Working in Special Education Schools in Shanghai (master’s thesis). East China Normal University. Available at: https://link.cnki.net/doi/10.27149/d.cnki.ghdsu.2022.002495
Hu, H., Lu, W., & Wang, Y. (2023). The construction of cloud service platforms for inclusive education. China Modern Educational Equipment, 2023(18):4-6. DOI: https://doi.org/10.13492/j.cnki.cmee.2023.18.019
Hu, J. (2023). A Case study of Professional Development of Specialist Teachers in Special Education Schools (master’s thesis). Yangzhou University. Available at: https://link.cnki.net/doi/10.27441/d.cnki.gyzdu.2023.000145
Huang, Y. & Du, X. (2022). Implications of the five development theories for the high-quality development of inclusive education. Journal of Suihua University, 2022(1):4-8. Available at: https://kns.cnki.net/kcms2/article/abstract?v=Y_ITemen1J7zezarEY1hPaccmktZKesl8YVp6E20hu_WEGTo38kjFb6aaBNEq0fHELrUtiK349KI0GihCWH3agScflUOzJ81H-Tgq9mRD1lY5q_pgYW94SacjhORvXUnPhNbh8LmJyc=&uniplatform=NZKPT&language=CHS
Jing, C., Liu, X., Yu, Y., & Jin, J. (2024). Educational technology literacy of special education teachers: Using Gansu Province as an example. Journal of Suihua University, 2024(1):118-123. Available at: https://kns.cnki.net/kcms2/article/abstract?v=Y_ITemen1J7n7jH5yg-CNReVsHwyJpph9kI8n882iLImk6Rq7UGrKAoSkW5RMHR6f5972gLPlUyMuWm1hbvbpsf6bQVaEjfWVo7gPJ5FVuDdzdF1vNTUjjJH-MptHOa&uniplatform=NZKPT&language=CHS
Jing, S. (2013). Inclusive Education with Chinese Characteristics: Cultural Interpretation and Criticism of the Practice of “Inclusive Classes within Regular Schools” (doctoral dissertation). Central China Normal University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=w1Je9LIFm5D4H_VB04krvLCSDe82K6IdWucK9Awne1Y_KZaVzi2G0s9EWk9z_aEHSVghDPlW_FHUWCr5XvMMcKF4M8t1185yY1HqVOYL2Ug65B0Mr2Xi_DTBGi94o7k1a_swHQ2BB0xib-0UZXK8vQ==uniplatform=NZKPTlanguage=CHS
Lan, L. (2022). Attitudes of Primary Teachers towards Inclusive Education (master’s thesis). Guangxi Minzu University. Available at: https://link.cnki.net/doi/10.27035/d.cnki.ggxmc.2022.000497
Li, M. (2015). The Role of local governments in Balancing Compulsory Education Development in Urban and Rural Areas (master’s thesis). Hebei Normal University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=M7N75Hb03FXiyGO1A1OlssfNKikdaUi0P1mES_W0i8ZfDCUfXl4oAI8Hqt0Fc5VsrMD5fI6wGgML-A5TObl4-o3dJOPyJ-KXhiCdOOcZr3t5BOuHV9WRoqB_JaGwZJwLBKfMMOJUCfRii7sBwoqpA==uniplatform=NZKPTlanguage=CHS
Liao, W. (2017). A case study of the development status and challenges of special education classes. Forum on Contemporary Education, 2017(2):56-65. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2017.02.009
Liu, H. (2013). The Mentoring Role of the Resource Teacher in Inclusive Education (doctoral dissertation). Central China Normal University.
Liu, Y. (2021). The Building of Special Education Teaching Force in the Context of Inclusive Education: The Status Quo, Difficulties, and Countermeasures (master’s thesis). Jiangxi University of Finance and Economics. Available at: https://link.cnki.net/doi/10.27175/d.cnki.gjxcu.2021.001549
Luo, Y. (2023). A Narrative Study of the Professional Development of Special Education Class Teachers in Regular Schools with a General Education Background (master’s thesis). East China Normal University. Available at: https://link.cnki.net/doi/10.27149/d.cnki.ghdsu.2023.003959
Ministry of Education of China. (2016). The Guidelines for the Construction of Special Education Resource Classrooms in Regular Schools. Available at: http://www.moe.gov.cn/srcsite/A06/s3331/201602/t20160216_229610.html
Ministry of Education of China. (2022). Basic Information about Special Education. Available at: http://www.moe.gov.cn/jybsjzl/moe560/2021/quanguo/202301/t202301031037868.com
Pan, Y. (2023). An Intervention Study of How to Improve Social Skills of Rural Mentally Retarded Children Enrolled in Inclusive Classes (master’s thesis). Northwest Minzu University. Available at: https://link.cnki.net/doi/10.27408/d.cnki.gxmzc.2023.000019
Ruan, Y. (2023). The practice of “inclusive classes within regular schools” for children with special educational needs: Predicaments and coping strategies. Primary School Teaching Research, 2023(2):94-96. Available at: https://kns.cnki.net/kcms2/article/abstract?v=S5uBaE2M3OcMcmuaxAd2flDimkZsO67yzCyGBejPs5Yab-Aq9-CLdkOpYH-c0LO_14YORi2WNK6KP1tWXB3mW6i-KZUaejh-P0prMEG8RFrJhoN2G37ODcSObz1G2PKGAQ-b0WPI6LE=&uniplatform=NZKPT&language=CHS
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How to Cite
Zhou, M. (2024). Inclusive Education in China: Complications and Causes. Science Insights Education Frontiers, 22(1), 3529–3544. https://doi.org/10.15354/sief.24.re361
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