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

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.