Advancing Inclusive Education in China: Addressing Disparities in Special Education
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Authors
Ryan, Victoria A
Issue Date
2025-04-04
Type
Other
Language
en_US
Keywords
Inclusive education , Special education , Educational equity
Alternative Title
Abstract
China has made significant progress in promoting inclusive education for children with disabilities, particularly since the 1990s, through legislative measures like the Compulsory Education Law and Regulations of the Education of Disabled Persons (Deng & Poon-McBrayer, 2004; Wang & Abery, 2019). Despite these efforts, disparities remain. The most prevalent disparities are found between urban and rural regions, especially in the availability of specialized support services, such as speech therapy, occupational therapy, and behavioral interventions (Li et al., 2018; Lie & Hong, 2018). These gaps magnify the urgent need to address systemic inequities to ensure all children with disabilities have access to the resources they need to thrive and succeed. This poster explores the evolution of special education in China, focusing on disparities in service provision, the influence of international frameworks, and implications for educational policy and practice and seeks to make actionable recommendations for educators and policymakers committed to fostering equitable and inclusive education systems.
Description
UB Rise 2025
Department of Education