Education in China: History of Research Paper

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The State has also established a string of both general and specific policies for improving and developing special education and set aside special funds for this purpose. Consequently, just like regular education, special education has also developed rapidly. Although local governments are encouraged to provide compulsory education to children with and without disabilities, the enacted policies do not necessitate that education be provided to all students.

Despite the fact that students with disabilities were earlier educated in special schools, China has adopted new channels of special education including the integration of disabled children into general education classes. Currently, the number of disabled children enrolled in schools has continued to experience a big increase since 1987. Although many articles in the laws formulated by the Chinese government call for the overall education of handicapped children, special education for children with autism or severe disabilities is not directly mentioned in these policies (Pang & Richey n.d.).

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While some education advocates for children with severe disabilities argue that under these laws are not explicitly excluded but implicitly included, others argue that the absence of a specific legal protection creates an obstacle to educational opportunity for all disabled students. Though not widespread, the Chinese government has advocated for the inclusion of special classes attached to regular classes for children in areas can't afford special schools or special programs. As a result, inclusion is not prevalent because the implementation of this method of special education has been limited to areas which are economically poor......

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