Policy-Driven Ten-Year Evolution of Inclusive Education in China (2015-2024) - Achievements, Challenges and Prospects
Abstract
This study provides a comprehensive overview of the policy-driven development of Inclusive Education in China from 2015 to 2024. A thorough analysis of the policy texts reveals a shift in the policy goal from the mere presence of school to the imperative of 'suitable integration', accompanied by a synergistic effect arising from the policy tools employed. Drawing upon education statistics, the analysis delves into the past decade's expansion in scale and structural optimisation within the domain of special education. Additionally, it outlines the advancements in practice across four key domains: the dissemination of concepts, the establishment of systems, the allocation of resources, and the training of teachers. The study also highlights the disparity in the quality of education, the inadequacy of support systems, and the disparate development across regions. The study utilises education statistics to analyse the expansion and structural optimisation of special education over the past decade. It elaborates on the progress of practice in the four dimensions of concept dissemination, system construction, resource allocation, and teacher training. The study identifies issues of uneven quality of education, weak support systems, and imbalance of regional development. It also puts forward countermeasures and suggestions for deepening the recognition of the concept, perfecting the policies and regulations, optimising the resource allocation, and reinforcing the teacher training. The objective of the present study is to provide academic support for the high-quality development of Inclusive Education and fair and quality education for children with disabilities.
References
[2] Wang, Y., & Bai, S. (2024). The realistic dilemma and development direction of transmutation of inclusive education in the new era – Based on the perspective of structural functionalism. Journal of South China Normal University (Social Science Edition), (06), 93–104+200–201.
[3] Huang, J., & Chen, Y. (2023). Constructing a ‘suitably integrated’ educational ecology for children with disabilities: Value implications, practical basis and pathways and initiatives. China Special Education, (7), 7–13.
[4] Wang, H. (2006). A survey on the provision of special education courses in general teacher training colleges and universities. China Special Education, (12), 13–17.
[5] Feng, Y., & Wang, Y. (2023). The construction of a general education programme in inclusive education for general teacher training – A model based on practice orientation. Educational Sciences, 36(05), 70–77.
[6] Shen, J., & Wang, P. (2023). Analysis of factors in the policy implementation environment for high-quality development of special education and suggestions for optimisation. Educational Theory and Practice, 43(8), 16–20.
[7] Ministry of Education. (2025). 2015–2024 National Statistical Bulletin on the Development of Education [EB]. Accessed June 15, 2025, from http://www.moe.gov.cn
[8] Ministry of Education. (2014). Special Education Enhancement Programme (2014–2016) [EB]. Accessed June 15, 2025, from http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201401/t20140120_162822. html
[9] Ministry of Education. (2020). Guidelines on Strengthening the Work of Children and Youth with Disabilities in Compulsory Education in Accompanying Classes [EB]. Accessed June 15, 2025, from http://www.moe.gov.cn/srcsite/A06/s3331/202006/t20200628_468736. html
[10] State Council (PRC). (2020). Regulations on the Education of Persons with Disabilities [EB]. Accessed June 15, 2025, from http://www.moe.gov.cn/srcsite/A06/s3331/202006/t20200628_468736. html
[11] State Council (PRC). (2022). Action Plan for the Enhancement of Special Education Development under the 14th Five-Year Plan [EB]. Accessed June 15, 2025, from http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202201/t20220125_596312. html
[12] The CPC Central Committee & State Council. (2019). China Education Modernisation 2035. People’s Education, (05), 7–10.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
1.png)
