Lingling Zheng

The article examines the history and current state of special and inclusive education of schoolchildren in China. An overview is given of the legal and regulatory framework that governs the relationship between the subjects of inclusive education and reflects the State’s policy on inclusive education. Some of the challenges in training teachers to work in inclusive education were addressed. Such problems include the insufficient number of specializations in the training of teachers in higher educational establishments and the lack of theoretical and practical training of teachers in special and inclusive education for future professional activities. Areas of improvement of teacher training programs for inclusive and special education in China are indicated.