Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action
International Journal of Elementary Education
Volume 9, Issue 2, June 2020, Pages: 37-45
Received: Jun. 5, 2020; Accepted: Jun. 29, 2020; Published: Jul. 13, 2020
Views 64      Downloads 28
Feng Xia, Changning Special Education Guidance Center, Shanghai, China
Lian Lu, Changning Special Education Guidance Center, Shanghai, China
Can Liu, Changning Special Education Guidance Center, Shanghai, China
Article Tools
Follow on us
Inclusive education is a general trend in the development of world education and the inevitable requirement of education modernization in China. Lifelong Inclusive Education will become the direction of inclusive education in the future. This paper discusses the necessity and feasibility of lifelong inclusive education from both theoretical and empirical perspectives. Based on the Education 2030 Framework for Action, the paper put forward the theory model of lifelong inclusive education, discussed the constituent elements and the relationships among elements of lifelong education theoretical model. The theoretical model of lifelong inclusive education is a spatial structure, which includes three levels, consisting of three elements: the scope of inclusive education objects, the stage of inclusive education and the situation of lifelong inclusive education. At the same time, Changning district of Shanghai has formed some typical cases in the aspects of 0-3 years old special education support, community inclusive service for adults with disabilities, leisure and health care support service for disabled elderly, support service for gifted student, students learning in regular classrooms, thus demonstrating the feasibility of implementing lifelong inclusive education. Finally, the development of China's inclusive education is prospected. Inclusive education in China will step towards lifelong inclusive education and may take the lead in turning lifelong inclusive education into reality.
Inclusive Education, Lifelong Inclusive Education, Education 2030 Framework for Action, Theoretical Model
To cite this article
Feng Xia, Lian Lu, Can Liu, Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action, International Journal of Elementary Education. Vol. 9, No. 2, 2020, pp. 37-45. doi: 10.11648/j.ijeedu.20200902.13
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Candy, P. C. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass.
Cao, J. Q., & Zan, F. (2003). A Comparative Observation of inclusive education in the United States, Japan and Mainland China. Chinese Journal of Special Education (Bimonthly), 04: 70-74.
Cheng, T. S. (2011). Study on the sustainable development of Vocational Education in China under the theory of educational ecology. ZhIJIAO LUNYU, 01: 72-72.
Deng, M., & Su, H. (2012). Grafting and Re-generation of inclusive education in China: A Socio-cultural Analysis. Journal of Educational Studies, 01: 85-91.
Deng, M., & Zhu, Z. Y. (2007). “Learning in Regular Class” and inclusive education: A Comparison between Chinese and Western Model for Special Education. Journal of Huazhong Normal University (Humanities and Social Sciences), 04: 130-134.
Du, L., & Feng, Q. H. (2019). A Review of the Progress of International inclusive education Research and Its Enlightenment to China. Disability Research, 01: 21-26.
Huang, Z. X., & Wan, R. G. (2008). Community: an important field for the implementation of inclusive education. Research on Education Development, 23: 85-87.
Li, J. L. (2009). The Unique Advantage of Situational Education and Its Construction. EDUCATIONAL RESEARCH, 03: 52-59.
Li, Y. X. (2004). The Idea and Implementation Policy of Lifelong Education in China. Peking University Education Review, 2, 58-62.
Luo, F. (2000). The Analysis of Definition Development of Special Education for Thirty Years. Chinese Journal of Special Education, 25 (1): 5-7.
Pu, J., & Zhang, L., & Xie, S. B. (2012). Review of the Experimental Study of the Situation Education in China. Education and Learning Research, 06: 103-106.
Tian, X. P. (2016). Community Construction of Innovation and Entrepreneurship Education from the Perspective of Educational Ecology Theory. Research on Education Development, 07: 66-72.
Xi, F., & Xu, Y. Z. (2016). On the Service System for Regional Lifelong Special Education Based on Lifelong Learning for All—Practice from Changning District, Shanghai. Chinese Journal of Special Education, 10.
Xia, F. (2016). The construction of regional lifelong special education service system —Practice from Changning District. A Journal of Modern Special Education, 11, 19-22.
Xia, F., & Xu, Y. Z. (2014). Pay attention to the career development of disabled students—research and Practice on the service of changing the rank of disabled students in Changning District, Shanghai. A Journal of Modern Special Education, 12: 4-7.
Yan, S. Q. (2016). The construction of teacher's special subject center group in the perspective of integrated education. A Journal of Modern Special Education, 03: 18-20.
Yang, Z. W. (2019). Educational Goals in 2030 Agenda for Sustainable Development and Chinese Action Strategy. Global Education, 6.
Zhang, H. L. (2010). The Comment and the Application of Super's Career Development Theory. Journal of Yunnan University of Finance and Economics, 04: 156-162.
Zhang, Z., & Yu, Z. F., & Fang, J. M. (2013). Enlightenment and Comparison between Chinese and American inclusive education. Comparative Education Review, 11: 100-104.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186