Pathways and Strategies for Training Special Education Teachers in Higher Normal Universities from the Perspective of Inclusive Education


  • YiMing Luo Faculty of Mathematics and Statistics Development, Lanzhou University, Lanzhou, 730000, China



Special Education, Pathways, Resource Library, Strategies


The training of special education teachers in higher normal universities faces challenges such as a lack of interdisciplinary faculty, an imperfect curriculum system, and insufficient international exchange and cooperation. This paper proposes five effective pathways for special education teacher training including the collaborative governance between government, universities, and schools (kindergartens) to improve the professional talent training model, the joint development of curriculum resources and enhancement of the application level of informational resources, the leading by master teachers to build a team of innovative teaching faculty, the shared construction of practice bases to enhance the professional competitiveness of normal university students, the expanding the social service function to deepen the field of international exchange and cooperation. Strategies such as establishing professional clusters in normal universities, optimizing internal management processes, sharing government-university cooperation platforms, and improving team collaboration capabilities will comprehensively enhance the quality of special education teacher training in higher normal universities.


Download data is not yet available.


Yang, J. (2023). Research on the Ecological Approach to Solving the Dilemmas of Professional Development of Special Education Teachers: A Review of "Research on China's Special Education Development and Special Education Teacher Training". Educational Development Research, 43(06), 86. DOI:10.14121/j.cnki.1008-3855.2023.06.001.

Wang, J. (2024). Basic Characteristics and Promotion Strategies for High-Quality Development of Inclusive Preschool Education in the New Era . Journal of Leshan Normal University, 1-9. Retrieved May 13, 2024, from

Zhao, B. (2023). Implementing Policies and Regulations for Special Education Teacher Training to Enhance Support Capabilities in Special Education . University, (29), 1-2+205.

Zhao, B., Zhang, Y., & Zhang, H. (2023). Analysis of the Supply and Demand Contradiction of Special Education Teachers in China and Reform Exploration . Chinese Special Education, (06), 82-88.

Huo, D. J., & Wang, R. (2023). Policy Research on Special Education Teacher Qualifications in China Since the Reform and Opening-Up: Based on NVivo 11 Policy Text Analysis . Journal of Beijing Union University, 37(03), 71-80. DOI:10.16255/j.cnki.ldxbz.2023.03.012.

Liang, J. (2023). Development of Special Education in China in the Past Decade of the New Era: Achievements and Prospects . Journal of Leshan Normal University, 38(08), 68-75. DOI:10.16069/j.cnki.51-1610/g4.2023.08.012.

Sun, X. Y. (2024). Discussion on Improving the Quality of Inclusive Education under the Background of Standardization . China Standardization, (08), 231-233.

Ma, J. Q. (2022). The Basic Supporting Role of Special Normal Education in Strengthening the Inclusive Development of Special Education: Also on the Historical Achievements and Mission of China's Special Normal Education . Disability Research, (04), 43-50.

Hou, J. Q. (2022). Research on the Construction of Special Education Teacher Teams from the Perspective of Inclusive Education . Chinese Adult Education, (22), 70




How to Cite

YiMing Luo. (2024). Pathways and Strategies for Training Special Education Teachers in Higher Normal Universities from the Perspective of Inclusive Education. ICCCM Journal of Social Sciences and Humanities, 3(4), 1–7.