Chinese inclusive education: Enactment, obstacles, and possible paths

School of Environment, Education and Development, University of Manchester, Manchester, UK

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

As the concept of educational equity gains global prominence, building an inclusive education system has become a key pathway to achieving sustainable development in education. This study analyzes the development, challenges, and future directions of inclusive education in China. It finds that while national policies have expanded educational access for students with disabilities, deep-rooted issues persist. These include regional disparities, social misconceptions, insufficient teacher preparation, and limited access to higher education. As a result, inclusive education in China remains more symbolic than substantive. Based on these findings, this paper proposes the following recommendations: reforming curricula and assessments to support differentiated learning; establishing early transition and career planning services; promoting public awareness to combat prejudice; and strengthening teacher training systems. Only through coordinated reforms in policy, practice, and culture can China realize the full promise of inclusive education.