| Annotation |
The paper presents a theoretical analysis that reveals the real state, problems and dynamics of inclusive education development in schools of the People’s Republic of China. The existing problems in creating an inclusive educational environment for students with disabilities, low levels of professional competence of teachers, tolerance and social relationships are revealed. Existing models of education focused on inclusion, implemented in the provinces of the PRC, cannot fully cover the entire contingent of children with disabilities who need support in the educational space. There is no understanding and confidence in the possibility of objective support for institutions in resolving issues of organizing accessible education for schoolchildren with limited educational needs as part of the implementation of government orders from the Chinese government. There has been an increase in the enrollment of schoolchildren with disabilities in regular classes in large cities and metropolitan areas, however, schools from remote areas and rural settlements cannot provide an inclusive environment due to the lack of qualified teachers and special technical teaching aids. The existing regulatory framework for inclusive education implemented in the PRC, in our opinion, does not fully cover the algorithm for working with children with various health limitations. The lack of effective state educational standards negatively affects ensuring equal access to education for all Chinese schoolchildren, taking into account the variety of options for educational needs and individual psychophysical capabilities. It is proposed to include universities and colleges with experience in inclusion in the implementation of information and educational projects to expand forms of cooperation and partnership, build the capacity of social investments in the dissemination of individual and group forms of inclusive education, accessible to any student with psychophysical and other forms of health impairment.
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