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Despite increasing awareness and political concern regarding the issue of inclusive education and educational inequality, China is still on its way to achieving education equality. The issue of special education for disabled students, problems related to preschool education, education equality within groups, and curriculum design are still matters of concern that hinder China's progression towards an egalitarian education system that guarantees equality. Although special education is specifically addressed in China's 14th Five-Year Plan, mere policy concern has not successfully translated into practical success. Through a thorough analysis of China's current situation, this article identifies three reasons that have thwarted the realization of this goal: a lack of micro-concern in policies relating to special education, misallocation of capital input due to a lack of sufficient regulations, and an insufficient supply of professional teachers. Countermeasures are proposed with the intention of improving China's special education system, with the hope of addressing the interests of students with special educational needs today.
Wenqian Xue (Mon,) studied this question.