It is understood that at present, the proportion of disabled children receiving compulsory education in China is only about 70%, which is far lower than the enrollment rate of ordinary children and close to 100%. Many disabled children are rejected by ordinary schools when they enter school. Bo Shaoye, member of the Chinese People's Political Consultative Conference and chairman of the China Welfare Foundation for the Disabled, called for "zero rejection" for this group to enter school.

The quality of education for disabled children is worrying. According to the statistics of China Disabled Persons' Federation, by the end of 20 15, there were 239,600 disabled students studying in ordinary primary schools and junior high schools or attending special education classes, accounting for 54.2% of the total number of special education students. Bo Shaoye said that compared with other advanced regions, there is a big gap.

The Report on the Sampling Survey of Teachers and Parents' Needs in Regular Classes (hereinafter referred to as the Report) issued by the National Federation of Parents' Organizations of Mentally Retarded Persons, Beijing Normal University and Beijing Union University shows that 27% of disabled students who have attended ordinary schools are required to drop out.

Bo Shaoye called for the implementation of inclusive education that accommodates all students and opposes discrimination and exclusion in the whole society. However, it is understood that there are many problems in the implementation of inclusive education in China. First, most ordinary schools are short of inclusive education resources, especially full-time special education teachers. Bo Shaoye said that the total number of disabled students studying in regular classes in Guangzhou is 1947, and there are 54 full-time resource teachers supported by special education, with a teacher-student ratio of 1:36. Second, ordinary schools have not established a systematic continuous training system for inclusive education for all teachers, which makes it impossible to implement inclusive education, and some ordinary teachers regard accepting children with special needs as a burden. Third, the reserve of special education talents is insufficient. According to Bo Shaoye's investigation, there is a serious shortage of teachers in special education universities. From 2065438 to 2006, there were 50 master graduates from eight universities, plus 8 doctoral students, so the total number was no more than 60. Normal students in special education are less exposed to the latest methods and concepts of general education, and they seldom know the concepts of special education and inclusive education.