Abstract
In recent years, thanks to the vigorous promotion by UNESCO, inclusive education has rapidly developed and spread worldwide. Governments across various nations have responded and implemented this approach, successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education. This paper begins by exploring the concept and connotation of inclusive education. Through an international comparative perspective, it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom. Furthermore, it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.
Published Version
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