The Application of Inclusive Education in 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.