Literacy education in China within an Inclusive Education context

Quan Zhou, Jiong Yang


To realise educational equality and construct a harmonious society, many scholars have valued and promoted inclusive education in China. More and more scholarly works are being devoted to this topic, forming three main types of studies: basic theories, commentary on foreign countries’ experiences, and application of the principles. Given specific circumstances in China, researchers have created a form of inclusive education, which bears Chinese characteristics, that is learning in regular classes (LRC). In addition, a number of related policies were created to help with the effective implementation of this special form of inclusive education. Literacy education is an important field for the practice of inclusive education and has been implemented mainly in the form of LRC. There has been great improvement in inclusive literacy education in China. However, various challenges have also arisen: The idea of inclusive education is yet to be accepted widely; the relevant laws and policies are to be further improved; and the number of qualified teachers and overall educational quality are yet to be boosted. In future, there should be more empirical studies and sufficient supporting systems related to inclusive literacy education. It is also hoped that the form of LRC used in inclusive literacy education will be upgraded to a higher level of inclusive education, which integrates general education with special education more seamlessly.

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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