Carrington, S., Saggers, B., Adie, L., Zhu, N., Gu, D., Hu, X., Wang, Y., Deng, M., & Mu, G. M. (2015). International Representations of Inclusive Education: How Is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia? Interna-tional Journal of Disability, Development and Education, 62, 556-570.
https://doi.org/10.1080/1034912X.2015.1077933

has been cited by the following article:

• TITLE: Education of Autistic Children in Developing Countries

  AUTHORS: Yitong Lin

  KEYWORDS: Inclusive Education, Special Needs Education, ASD Children

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.10, October 19, 2021

  ABSTRACT: Although a large number of studies have focused on inclusive education in developed countries, there are few research on developing countries, especially China. Therefore, this paper mainly discusses whether autistic children in China should be educated separately from ordinary students. The thesis is mainly composed of three parts. Firstly, it introduces the definition of disability, inclusive education and its background in China. Secondly, the advantages and challenges of inclusive education in China are discussed through cases. It concluded that children with autism should be educated together with ordinary students to promote educational equality and help autistic children integrate into society. However, parents’ attitudes and the limitations of teachers’ knowledge in mainstream schools are the great challenges facing inclusive education in China.