Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action

Feng Xia; Lian Lu; Can Liu

doi:doi:10.11648/j.ijeedu.20200902.13

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Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action

Feng Xia, Lian Lu, Can Liu

Published in International Journal of Elementary Education (Volume 9, Issue 2)

Received: 5 June 2020 Accepted: 29 June 2020 Published: 13 July 2020

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Abstract

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.

Published in	International Journal of Elementary Education (Volume 9, Issue 2)
DOI	10.11648/j.ijeedu.20200902.13
Page(s)	37-45
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Inclusive Education, Lifelong Inclusive Education, Education 2030 Framework for Action, Theoretical Model

References

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[7]	Huang, Z. X., & Wan, R. G. (2008). Community: an important field for the implementation of inclusive education. Research on Education Development, 23: 85-87.
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[19]	Zhang, Z., & Yu, Z. F., & Fang, J. M. (2013). Enlightenment and Comparison between Chinese and American inclusive education. Comparative Education Review, 11: 100-104.

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APA Style

Feng Xia, Lian Lu, Can Liu. (2020). Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. International Journal of Elementary Education, 9(2), 37-45. https://doi.org/10.11648/j.ijeedu.20200902.13

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ACS Style

Feng Xia; Lian Lu; Can Liu. Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. Int. J. Elem. Educ. 2020, 9(2), 37-45. doi: 10.11648/j.ijeedu.20200902.13

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AMA Style

Feng Xia, Lian Lu, Can Liu. Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. Int J Elem Educ. 2020;9(2):37-45. doi: 10.11648/j.ijeedu.20200902.13

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@article{10.11648/j.ijeedu.20200902.13,
  author = {Feng Xia and Lian Lu and Can Liu},
  title = {Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {2},
  pages = {37-45},
  doi = {10.11648/j.ijeedu.20200902.13},
  url = {https://doi.org/10.11648/j.ijeedu.20200902.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200902.13},
  abstract = {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.},
 year = {2020}
}

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TY  - JOUR
T1  - Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action
AU  - Feng Xia
AU  - Lian Lu
AU  - Can Liu
Y1  - 2020/07/13
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200902.13
DO  - 10.11648/j.ijeedu.20200902.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 37
EP  - 45
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200902.13
AB  - 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.
VL  - 9
IS  - 2
ER  -

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Author Information

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

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APA Style

Feng Xia, Lian Lu, Can Liu. (2020). Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. International Journal of Elementary Education, 9(2), 37-45. https://doi.org/10.11648/j.ijeedu.20200902.13

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ACS Style

Feng Xia; Lian Lu; Can Liu. Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. Int. J. Elem. Educ. 2020, 9(2), 37-45. doi: 10.11648/j.ijeedu.20200902.13

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AMA Style

Feng Xia, Lian Lu, Can Liu. Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action. Int J Elem Educ. 2020;9(2):37-45. doi: 10.11648/j.ijeedu.20200902.13

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@article{10.11648/j.ijeedu.20200902.13,
  author = {Feng Xia and Lian Lu and Can Liu},
  title = {Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {2},
  pages = {37-45},
  doi = {10.11648/j.ijeedu.20200902.13},
  url = {https://doi.org/10.11648/j.ijeedu.20200902.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200902.13},
  abstract = {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.},
 year = {2020}
}

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TY  - JOUR
T1  - Construction and Analysis of Lifelong Inclusive Education Model Based on Education 2030 Framework for Action
AU  - Feng Xia
AU  - Lian Lu
AU  - Can Liu
Y1  - 2020/07/13
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200902.13
DO  - 10.11648/j.ijeedu.20200902.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 37
EP  - 45
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200902.13
AB  - 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.
VL  - 9
IS  - 2
ER  -

Copy | Download