The Application of Inclusive Education in China

DOI

10.2991/assehr.k.220401.066How to use a DOI?

Keywords

inclusive education; special children; schools; family; China

Abstract

Inclusive education is a new educational concept proposed in a declaration at the ‘World Conference on Special Needs Education’ held in Salamanca, Spain on June 10, 1994. It means that every child has the basic right to education, unique sexual characteristics, interests, abilities, and learning needs. In other words, education should meet the needs of all children. Schools must accept all children in the service area and provide conditions for them to enjoy the education they need. Previous studies show that countries around the world have carried out certain inclusive education measures and achieved certain results. The historical education situation in China has separated the disabled from normal people. After accepting the concept of inclusive education proposed by UNESCO in 1994, our country introduced a policy to allow all students to enroll nearby and get the education they deserve. This research is to study the impact of inclusive education on students from school, family, teachers, students, classroom teaching, and extracurricular activities with the combination of qualitative and quantitative methods. The implication is that the development of inclusive education in Chinese first-tier cities has been promoted relatively quickly, but there are still many setbacks on the way forward. It is a policy that needs to be adjusted vigorously by the government. Schools should consider special children’s needs so as to achieve the fairness, justice, and universality of education.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Jingyi Yan
PY  - 2022
DA  - 2022/04/08
TI  - The Application of Inclusive Education in China
BT  - Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022)
PB  - Atlantis Press
SP  - 334
EP  - 337
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220401.066
DO  - 10.2991/assehr.k.220401.066
ID  - Yan2022
ER  -