The ‘Learning in Regular Classrooms’ initiative for inclusive education in China

ABSTRACT

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to further promote the LRC or inclusive education in the collectivist culture and socialist political context of modern China.

KEYWORDS:

• Inclusive education
• policy
• social–political context
• Learning in Regular Classrooms
• China

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Suqiong XU, PhD, graduated from Education University of Hong Kong. Now she does research at Chongqing Normal University of China. Her research interests lie in inclusive education and practice.

Paul Cooper is a professor at the Department of Education, Brunel University in UK.

Kenneth Sin is a professor at the Department of Special Education and Counselling, Education University of Hong Kong.