TY - JOUR
T1 - Teaching Students With Disabilities in Chinese Regular Education Classrooms
T2 - Outcomes and Influential Factors
AU - Li, Jianing
AU - Zan, Fei
AU - Chen, June L.
N1 - Publisher Copyright:
© The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
PY - 2025/11
Y1 - 2025/11
N2 - Purpose: Learning in a regular classroom (LRC) has become the main educational placement for students with disabilities in China. This study investigates the outcomes of LRC and their influential factors from the teachers’ experiences and perspectives. Design/Approach/Methods: Seven inclusive education teachers participated in semi-structured interviews. Thematic analysis was conducted to analyze the qualitative data. Findings: The results show that social participation and contribution, physical presence, academic performance, self-concept, and independence are the key outcomes of LRC from inclusive education teachers’ experiences and perspectives. Moreover, the factors influencing the key desired outcomes include the severity of disabilities and problem behaviors, professional support, teaching practice, inclusive climate, and collaboration between schools and families. Originality/Value: This study provides valuable insights into the outcomes and influential factors of inclusive education in the context of LRC in China. These findings inform efforts to improve inclusive education practices and enhance the educational experiences of students with special needs.
AB - Purpose: Learning in a regular classroom (LRC) has become the main educational placement for students with disabilities in China. This study investigates the outcomes of LRC and their influential factors from the teachers’ experiences and perspectives. Design/Approach/Methods: Seven inclusive education teachers participated in semi-structured interviews. Thematic analysis was conducted to analyze the qualitative data. Findings: The results show that social participation and contribution, physical presence, academic performance, self-concept, and independence are the key outcomes of LRC from inclusive education teachers’ experiences and perspectives. Moreover, the factors influencing the key desired outcomes include the severity of disabilities and problem behaviors, professional support, teaching practice, inclusive climate, and collaboration between schools and families. Originality/Value: This study provides valuable insights into the outcomes and influential factors of inclusive education in the context of LRC in China. These findings inform efforts to improve inclusive education practices and enhance the educational experiences of students with special needs.
KW - Educational outcome
KW - inclusive education
KW - learning in the regular classroom
KW - students with disabilities
UR - https://www.scopus.com/pages/publications/85195107987
U2 - 10.1177/20965311241256356
DO - 10.1177/20965311241256356
M3 - 文章
AN - SCOPUS:85195107987
SN - 2096-5311
VL - 8
SP - 999
EP - 1019
JO - ECNU Review of Education
JF - ECNU Review of Education
IS - 4
ER -
