Research on the Current Status and Obstacles of Inclusive Education Implementation in China

Shiyi Zhang

doi:10.54254/2753-7048/2025.LD29045

Lecture Notes in Education Psychology and Public MediaOpen access

Research on the Current Status and Obstacles of Inclusive Education Implementation in China

Research Article

Open Access

Research on the Current Status and Obstacles of Inclusive Education Implementation in China

Shiyi Zhang ^1*

¹ New York University

^*Corresponding author: sz4207@nyu.edu

Published on 5 November 2025

LNEP Vol.115

ISSN (Print): 2753-7056

ISSN (Online): 2753-7048

ISBN (Print): 978-1-80590-513-4

ISBN (Online): 978-1-80590-514-1

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Abstract

As an important concept in contemporary education, inclusive education has received widespread attention worldwide. In recent years, China has gradually introduced the concept of inclusive education in policy promotion and educational practice, but there are still many shortcomings in the actual implementation process. This study investigates the idea of inclusive education as well as the advancements and advantages demonstrated in its implementation in China. At the same time, the primary obstacles to China's adoption of inclusive education are highlighted in this article: teachers still lack sufficient understanding and professional competence, making it difficult to effectively carry out differentiated instruction; the resource support system remains inadequate, with shortages in funding, teaching materials, and training; and the level of public awareness is limited, as the concept of inclusive education is not fully understood, making it difficult to build a supportive educational environment. Based on these findings, this article proposes enhancing teachers' professional capacity, strengthening policy guarantees and resource allocation, and raising public awareness to support China's inclusive education system's long-term growth.

Keywords:

Inclusive Education, Special Education, Education Equity, Teacher Training for Inclusive Education

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References

[1]. UNICEF. (n.d.). Inclusive education. UNICEF. https: //www.unicef.org/education/inclusive-education

[2]. United Nations. (2006, December 13). Convention on the Rights of Persons with Disabilities. Office of the High Commissioner for Human Rights. https: //www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities

[3]. Standing Committee of the National People's Congress of the People's Republic of China. (2018, October 26). Law on the Protection of Persons with Disabilities of the People's Republic of China. The Central People's Government of the People's Republic of China. https: //www.gov.cn/guoqing/2021-10/29/content_5647618.htm

[4]. General Office of the State Council of the People's Republic of China. (2022, January 25). Notice on forwarding the 14th Five-Year Plan for Special Education Development and Enhancement Action Plan issued by the Ministry of Education and other departments. The Central People's Government of the People's Republic of China. https: //www.gov.cn/zhengce/content/2022-01/25/content_5670341.htm

[5]. Li, S. (2025). Re-examining the relationship between "inclusive education" and "integrated education". Education and Teaching Research, 39(1), 111-128.

[6]. Kotte, E. (2021). Inclusive education and teachers' perceptions of lesson planning and lesson work from a student inclusive perspective. Sisyphus-Journal of Education, 9(3), 56-71.

[7]. Zheng, K., Liu, R., & Wu, Q. (2025). Application of inclusive education in preschool curriculum in China. Journal of Jiamusi Vocational Institute, 41(6), 146-148.

[8]. Yang, M., & Yu, C. (2021). A review of teachers' sentiments and attitudes in inclusive education in China. Frontiers in Psychology, 12, 760115.

[9]. Zeng, X. (2024). A study on pre-service preschool teachers' attitudes toward inclusive education in higher education. Road to Talent, (4), 53-56.

[10]. Padmadewi, N. N., Sukadana, I. M. S. A., Artini, L. P., Ana, I. K. T. A., Lesmana, K. Y. P., & Susiani, K. (2024). Inclusive Education: Survey on Teachers' Perception of Its Implementation. Indonesian Journal of Instruction, 5(3), 315-330.

[11]. Luo, Y., & Li, H. (2024). An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China. International Journal of Chinese Education, 13(1), 1-21.

References

[1]. UNICEF. (n.d.). Inclusive education. UNICEF. https: //www.unicef.org/education/inclusive-education

[5]. Li, S. (2025). Re-examining the relationship between "inclusive education" and "integrated education". Education and Teaching Research, 39(1), 111-128.

[6]. Kotte, E. (2021). Inclusive education and teachers' perceptions of lesson planning and lesson work from a student inclusive perspective. Sisyphus-Journal of Education, 9(3), 56-71.

[7]. Zheng, K., Liu, R., & Wu, Q. (2025). Application of inclusive education in preschool curriculum in China. Journal of Jiamusi Vocational Institute, 41(6), 146-148.

[8]. Yang, M., & Yu, C. (2021). A review of teachers' sentiments and attitudes in inclusive education in China. Frontiers in Psychology, 12, 760115.

[9]. Zeng, X. (2024). A study on pre-service preschool teachers' attitudes toward inclusive education in higher education. Road to Talent, (4), 53-56.

Cite this article

Zhang,S. (2025). Research on the Current Status and Obstacles of Inclusive Education Implementation in China. Lecture Notes in Education Psychology and Public Media,115,13-19.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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ISBN: 978-1-80590-513-4(Print) / 978-1-80590-514-1(Online)

Editor: Renuka Thakore

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Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.115

ISSN: 2753-7048(Print) / 2753-7056(Online)

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