‘From pioneer to partner’: the evolving role of special education classes in China's inclusive education system

Although special education classes (SEC) are a pivotal form of inclusive education in China, their dynamic evolution has received limited scholarly attention. This study employs a literature-based historical policy analysis to investigate the SEC's trajectory over four decades, synthesising national policies, academic literature, and official data. Our findings reveal three distinct phases: flourishing (1979–1993), stagnation (1994–2016), and resurgence (2017–present). Correspondingly, its role has transformed from that of an unconscious pioneer to a struggling follower, and now to a strategic partner in China's inclusive education system. We argue that this role change illustrates a model of ‘developmental pragmatism’, where placement types are intentionally repurposed to address shifting national educational priorities. These findings reframe the development of inclusive education in China and offer a conceptual tool for understanding SEC transformations globally.