Inclusive Education in Modern Chinese Society: Sociological Analysis

This article delves into the analysis of inclusive education in modern Chinese society using sociological methodology. It explores the key factors influencing the development of this educational approach in the People’s Republic of China (PRC), including state policies, social attitudes, cultural characteristics, and economic conditions. Particular attention is paid to the specifics of the development of inclusive education at the present stage and the prospects for its transformation in the near future. The study critically evaluates the effectiveness of existing models of inclusive education and offers recommendations for improving the system. These recommendations include revising principles governing the classification and ranking of disability forms to align them with standards established by the World Health Organization, introducing amendments to China’s current legislation pertaining to educational policies in both schools and universities, improving the accessibility of inclusive education through enhancements in educational infrastructure, increasing the number of professionally trained teachers whose pedagogical preparation meets the demands of inclusive education, and augmenting financial investments in the education of children with special educational needs.