The Chinese "learning in a regular classroom" and Western inclusive education comparison and exploration

Deng Meng; Zhu Zhiyong

doi:10.2753/CED1061-1932400402

The Chinese "learning in a regular classroom" and Western inclusive education comparison and exploration

Deng Meng, Zhu Zhiyong

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions.

Original language	English
Pages (from-to)	21-32
Number of pages	12
Journal	Chinese Education and Society
Volume	40
Issue number	4
DOIs	https://doi.org/10.2753/CED1061-1932400402
State	Published - Jul 2007
Externally published	Yes

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10.2753/CED1061-1932400402

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AB - This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions.

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The Chinese "learning in a regular classroom" and Western inclusive education comparison and exploration

Abstract

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