Inclusive Education in China: Conceptualisation and Realisation

作者：Meng Deng, Kim Fong Poon‐McBrayer · 发表于：Asia Pacific Journal of Education · 年份：2004 · DOI：10.1080/02188791.2004.10600206 · 被引用次数：74 · 研究领域：Disability Education and Employment、Inclusion and Disability in Education and Sport、Family and Disability Support Research

This paper examines the historical background of the development of special education and how “Learning in Regular Classrooms” (LRC) has become the major service delivery model to universalise compulsory education for children with disabilities in China. The authors assert that the current model of inclusive education in China was conceptualised through the influence of the Western ideology of inclusion and the practical consideration of Chinese socio-economical conditions. To realise this model, a number of strategies were introduced and widely practised in an attempt to effectively implement the LRC programs. Adverse social climate, the exam-oriented education system, and limited resources in all aspects, however, remained as critical elements to be overcome for the future development of inclusive education in China. The LRC model is expected to continue to be the main form of inclusive education in China.