【摘要】：In the early 20th century, the thoughts of Education for All and Inclusive Education become popular in the world. And a series of conventions on the Ri ghts of the Disabled and the Educational Programmes of Action are issued by countries. India also keeps pace with the trend, and has signed various convent ions to ensure the educational rights of children with disabilities(CWDs) in ge neral education system and to provide the corresponding assistance for individu als. CWDs are lack of access to education, which is a severe problem to prev ent India implementing primary education to the most and realizing Education for All. But in order to develop education of disabled children, India makes all kinds of educational polices for disabled children. Thus, India's experience an d achievements in formulating and implementing related polices can provide Ch ina enlightenment in certain areas.The first part is the introduction part, which illustrates the reasons for cho osing the subject, and defines the relevant concepts. After reviewing the previo us research achievements, it ascertains the purpose, content, methods and signif icance of the study.The second part is the first chapter. It analyzes the development backgrou nd of the educational policies for CWDs in India, then summarizes that the pr esent situation of the education for CWDs in India is relatively frustrating. Un der the overwhelming ideological trend of Inclusive Education and the influenc e of the Education for All, India is promoting the development of the educatio n policies for CWDs. At the same time, It introduces the evolutional process o f policy development model of CWDs in the perspective of inclusive education. The process starts from the early stage of the special education mode, then g oes through "double transition", and eventually forms the inclusive education m ode.The third part is the second chapter. It mainly analyzes India's educational policies, educational organizations of CWDs and their favorable polices for C WDs. These polices include National Policy on Education, Rehabilitation Counc il India Act, The Person with Disabilities Act, The Right to Education Act etc. Then it mainly introduces organizations such as the Ministry of Social Justice and Empowerment, the National Council of Educational Research and Training, the Central Board of Secondary Education and the National Institute of Open Schooling. These policies and organizations make great contribution to the deve lopment of the education for CWDs, both carrying out various practical measur es to push CWDs into the general school system.The forth part consists of two chapters. This section illustrates two cases, that are Sarva Shiksha Abhiyan Scheme (for primary education) and Centrally Sponsored Scheme of Inclusive Education for Disabled at Secondary Stage(for secondary education), and analyses the background, goals, contents, implementat ion, management, results and problems of the two cases in detail.The fifth part is the fifth chapter, which mainly evaluates the educational policies of CWDs. In the perspective of formulation, the policies conform to th e trends, but are affected by the traditional cultures on the other hand. In the perspective of content, the content is comprehensive and specific, but the distri bution of resources and funds is unbalanced. In the perspective of implementati on, there are various forms of policies implementation. Different kinds of assoc iations are encouraged to participate the implementing process, but they lack a clear division of work and responsibility. After the implementation, India obtai ns some achievements, but it still has serious problems.The sixth is the sixth chapter that contains summary and reflection. India's education policies of CWDs reflect the ideology of human-oriented and CWD s-oriented. A variety of policies and organizations are making efforts for educat ion of CWDs in a fair, equal manner. However, India needs to strengthen the policy practices and the allocation of resources in education of CWDs. As a g ood example for China, India reminds China be more innovative and determine d in the construction of legal assurance system for education of CWDs.
【圖文】：

殘疾兒童入學(xué)還存在著明顯的城鄉(xiāng)差別，城市地區(qū)殘疾兒童入學(xué)率顯逡逑著高于農(nóng)村地區(qū)。但即使是在入學(xué)情況最良好的時期，城市地區(qū)殘疾兒童入學(xué)率逡逑卻也從未超過７４％，農(nóng)村地區(qū)則未超過殘疾兒童的Ｓ分之二，如圖１．２所示。逡逑ＳＯ．Ｏ邋八邋Ｉ逡逑入百。。。／－邋－逡逑率三＂式橚逡逑一０－０邋店－邐邐畫邐奴］：’ｊ逡逑１０．０％邋－邋？邐逡逑０．０％．邋－Ｉ邐．邐，邐，邐邐邐邐邐邐邐邐邐，邐，邐，邐，邐．邐，邐．邐邐邐邐逡逑５邐７邐９邐王１邐１３邋主邋５邐１７邋ＩＢ逡逑邐Ｗ邐逡逑圖１．２印度５－１８歹殘疾兒童城鄉(xiāng)地區(qū)入學(xué)率逡逑資料來源：Ｉｎｄｉａ邋ＮＳＳ

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