A Comparative Analysis of Educational Policies for Disabled People in China and Britain

Abstract

In many nations, education for the disabled members of their communities has proven to be a challenge. The level of education of the disabled reflects the level of education, welfare level and civilization of the country. Due to the differences in economic, political, cultural and social, and objective geographical location, historical background and other factors in the world, the development of education for the disabled in different countries has its characteristics. Therefore, this study selects two countries, China and the United Kingdom, for comparative analysis, and compares the differences between the two countries in terms of education for people with disabilities by integrating and analyzing relevant literature and comparing the laws and regulations on the protection of the right to education of people with disabilities in both countries. This study is significant as it enables researchers to understand where Chinese education for the disabled falls short compared to that of the UK, thus, making critical recommendations for policy change to favor the education of the disabled in China. The results of the study indicate that while Britain practices inclusive education for people with disabilities, China has adopted the Integrated Education development model as the main line of development and reform. Whichever mode of inclusion a country takes up, it is important to ensure fair and just treatment of people with disability. The document concludes by stating that China's future potential can enhance the policy of education for the disabled and can focus on future research direction.