Lecture Notes in Education Psychology and Public Media
- The Open Access Proceedings Series for Conferences
Lecture Notes in Education Psychology and Public Media
Vol. 47, 03 April 2024
Open
Access | Article
Research on the Teachers' Dilemma in Inclusive Education under the Background of Learning in Regular Classrooms
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Abstract
Inclusive education has been a crucial education revolution since 1994 the Salamanca Statement, proclaiming that children with diversified abilities should have access to regular schools with appropriate scaffolds and support. Chinese inclusive education is presented as Learning in Regular Classrooms where children with special needs are placed in a regular classroom of a regular school. This article explored and identified challenges LRC faces through teachers’ roles, standards, and relationships with the children’s families that lead to unsuccessful LRC. The lack of special education knowledge in teachers, mono-teaching-evaluation standards on academics, and disagreements between teachers and families on support for children are some causes of unsuccessful LRC. This article proposed multiple solutions according to the challenges which include cooperating with special education schools to provide systemized special education training and support for teachers, schools providing clear, written, and diversified teaching standards, increase in communication between teachers and children’s families, and schools providing extra support for children.
Keywords
Inclusive education, Learning in Regular Classrooms (LRC), Special education
References
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2. Jia, L.S. (2022) Inclusive education. National Institutes of Educational Policy Research. East China Normal University Publishing. Shanghai.
3. Ainscow, M. & Cesar, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda, European Journal of Psychology of Education, 11(3), 231-238
4. Dyson, A., & Millward, A. (2000). Schools and special needs: Issues of innovation and inclusion. London: Paul Chapman Publishing.
5. The State Council of the People’s Republic of China. Notice about Education and seven other departments publishing “'14th Five-Year' Special Education Development and Promotion Action Plan” https://www.gov.cn/xinwen/2017-07/28/content_5214071.htm
6. The State Council of the People’s Republic of China. Modernization of China's Education 2035 . (2019). CPC Central Committee, State Council. https://www.gov.cn/zhengce/2019-02/23/content_5367987.htm
7. The State Council of the People’s Republic of China (2021). The General Office of the State Council forwarding the '14th Five-Year' Special Education Development and Promotion Action Plan to the Ministry of Education and other departments. https://www.gov.cn/gongbao/content/2022/content_5674303.htm
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9. Xu, X.L. (2015). Teacher views of support for inclusive education in Beijing, China. International journal of special education, 30 (3).
10. Chen, Lanfang. (2023). Master's thesis on teacher support for children with special needs in the context of integrated education, Hainan Normal University). https://link.cnki.net/doi/10.27719/d.cnki.ghnsf.2023.000559doi:10.27719/d.cnki.ghnsf.2023. 000559.
11. Ministry of Education of the People’s Republic of China. (2010). Outline of the national medium - and long-term plan for educational reform and development (2010-2020). http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201008/t20100802_93704.html
12. Cheng, A. W. Y., & Lai, C. Y. Y. (2023). Parental stress in families of children with special educational needs: a systematic review. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1198302
13. Downey, Taylor N., Children with Special Needs and the Effect on the Family (2016). Masters Theses. 2518. https://thekeep.eiu.edu/theses/2518
Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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- Volume Title
- Proceedings of the 2nd International Conference on Social Psychology and Humanity Studies
- ISBN (Print)
- 978-1-83558-367-8
- ISBN (Online)
- 978-1-83558-368-5
- Published Date
- 03 April 2024
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/47/20240851
- Copyright
- 03 April 2024
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited