Historic Evolution,Characteristics,Experience,Problems and Trends of Learning in Regular Classes in China
Learning in regular classes is the main way for children and adolescents with disabilities to receive education in China,and is an important policy,an important measure and a system design based on the characteristics of national conditions to protect the equal right of children and adolescents with disabilities to receive education.Since the implementation in the mid-1980s,it has roughly gone through four stages:the embryonic period characterized by the development of the localization policy,the experimental exploration period characterized by enhanced support,the system construction period characterized by inclusive system construction,and the gradual maturity period characterized by high-quality development.With more than 40 years of independent exploration and innovative practice,China has basically walked out of a road of inclusive education development with Chinese characteristics,and basically formed a localized policy system,institutional framework and basic experience of learning in regular classes.It is of great significance to summarize China's experience of learning in regular classes to further clarify the development direction of China's inclusive education,promote the high-quality development of inclusive education and build an education powerhouse,and provide China's sample and experience of inclusive education development to the international community.
learning in regular classeshistoric evolutionpolicysystemtrend
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