Abstract
In China, the “Special Education Promotion Plan (2014-2016)”, promulgated in 2014, positioned homebound instruction as one of the educational forms within special education. It clearly stipulated the right to education for children with severe and multiple disabilities who have difficulty attending school. However, the history of homebound in truction in China is still relatively short, and challenges have been identified, such as insufficient system development, a lack of accumulated practical knowledge, and disparities in development across different regions. This study examines the guidelines for homebound instruction issued in various provinces in China, including the common foundational approaches and the specific measures employed. It aims to clarify the overall policy framework for homebound instruction in China and consider the challenges that need to be addressed to further improve homebound instruction efforts in the future.
