Role of Legal Systems in Facilitating GovernmentPolicy in Inclusive Education for Autistic Children:Lessons from Comparative Jurisdictions
DOI:
https://doi.org/10.52152/23.2.41-65(2025)Keywords:
government innovation initiatives, availability of resources and support services, law model and legal systems, teachers’ preparedness, school leadership, policy development for autistic children, stakeholder satisfactionAbstract
This paper explains how these governments and laws affect the education of autistic children in the classroom as the inclusion dominant continues to advance and the cases of autism increases. Based on a mixed-methods design for self-administered online surveys and semi-structured interviews, it includes 150 participants from Zhejiang Province ranging from teachers, parents and policymakers and seeks to evaluate satisfaction levels, challenges faced, and services provided to them. Smart PLS software was used for data analysis to assess the structural relationships between the study’s variables. Thus, the purpose of the research is to explain the significance and model adaptations involved in translating public policy into practice in the context of education. Stakeholders will benefit from the findings of the research in the following ways: The main findings of the research highlight the pivotal role of legal structures in mediating the success of government initiatives, shedding light on disparities, challenges, and effective strategies that influence the educational landscape for autistic learners and all-inclusive learning environment in the Zhejiang Province. The need for continual collaboration between legal systems and educational innovation remains paramount to achieving sustained, meaningful inclusion.
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