Research On The Implementation Of Disabled Students Learning In Regular Class During Compulsory Education Period In Shanghai

With the continuous progress of social civilization,the rights of disabled persons,who are socially disadvantaged groups,have been paid more and more attention.Education is the cornerstone of human development and progress.“China’s Education Modernization 2035” deploys “Realizing the equalization of basic public education services” as a key strategic task,and lists “Promoting full coverage of education for children and adolescents with disabilities at school age and comprehensively promoting inclusive education” as an important goal of the task.Promoting the development of inclusive education and ensuring the education right of children and adolescents with disabilities is an important part of improving the social equity.As the primary educational placements for disabled children and adolescents in our country,“learning in regular class” is the basic form of inclusive education in our country,and it can also ensure the equal right of disabled children and adolescents.In recent years,Chinese government has revised “Regulations on the Education of Persons with Disabilities” and “Law on Compulsory Education”,“The Second Phase of the Special Education Promotion Plan(2017-2020)”,and “Guidelines on Strengthening the Work of Compulsory Education for Children and Adolescents with Disabilities” and other policy documents,to actively promote the development of inclusive education and“learning in regular class”.However,according to the annual statistics of Shanghai Educational Institutions,the proportion of disabled students learning in regular class in compulsory education in Shanghai has shown a downward trend year by year.In 2020,only 38.93% of school-age disabled students study in regular class in compulsory education period.In addition,various problems have been exposed in the implementation of “learning in regular class”,such as poor integration effect,negative working attitude of teachers,insufficient resource guarantee,and difficulty in implementing barrier-free environment construction.How to truly meet the educational needs of children and adolescents with disabilities and provide the least restricted inclusive education environment is a key issue that needs to be studied and solved urgently.In this context,this paper selects Shanghai as the research object,combines Model of the Meter-horn system,based on the perspective of policy implementation,supplemented by literature research,interview analysis and questionnaire survey,in order to sort out and analyze the implementation status of “learning in regular class”in Shanghai.Deeply explore the problems existing in the implementation of “learning in regular class” in Shanghai From the perspectives of policy goals and standard design,policy resource allocation,implementing agency characteristics,system environment,and willingness of executive personnel,and analyze the reasons,then provide useful suggestions and opinions on how to improve the policy and implementation of “learning in regular class” in Shanghai.Thus to improve the proportion and quality of study in regular class during compulsory education in Shanghai,to help students with disabilities to obtain fair and high-quality education,to achieve social equity,and to promote the development of educational modernization.