Chinese class teachers’ views of the effects of inclusive education for children with developmental disabilities: A qualitative study

ABSTRACT

This study investigated the effects of inclusive education for children with developmental disabilities. The study panel comprised 19 class teachers from 16 regular elementary schools across 3 districts in Shanghai, China. By integrating focus groups, individual interviews, and archival data, the results showed that children with developmental disabilities demonstrated certain school adjustment. Regarding social development, they maintained a relatively narrow social network, possibly due to their being overprotected. In terms of academic development, they showed progress in learning process. However, the learning outcomes of some students stagnated or deteriorated. As such, this study explored teacher’s experiences regarding the practical realities and value of inclusive education for students with developmental disabilities. In addition, this study makes some suggestions regarding the creation of a beneficial environment in classes for students with developmental disabilities.

KEYWORDS:

• Inclusive education
• children with developmental disabilities
• school adjustment
• social development
• academic development
• China

Acknowledgements

We wish to thank all the special education guidance centres, class teachers, resource teachers, and children with developmental disabilities who participated in the study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Xiaoxue Yao is a PhD student at Department of Special Education in East China Normal University. Her research interests include inclusive education and mental health of children with disabilities.

Chunling Liu is currently a professor at Department of Special Education in East China Normal University, and the director of Shanghai Special Education Resource Center. Her research interests are inclusive education and development and education for students with disabilities.

Jingying Wang is a professor in the Normal College & School of Teacher Education at Qingdao University, also a part-time researcher and supervisor in East China Normal University, Shandong Normal University and Capital Normal University. Her research interests include comparative teacher education and science education in inclusive classroom.

Linyan Du is a special educator in Chongqing Bishan Special Education School. Her research interest is teacher–student interaction in inclusive elementary classrooms.

Weihao Xin is a PhD student at Department of Special Education in East China Normal University. His research interest is teachers’ beliefs, knowledge and practices of inclusion.

Additional information

Funding

This work was supported by Humanities and Social Science Research Project granted by Ministry of Education, China [grant number 14YJA880044].