Chinese Teachers’ Perspectives and Practices in Inclusive Education: Case Studies from a School in Shanghai

Abstract

China has signed and ratified the Convention on the Rights of Persons with Disabilities and proclaims to work on developing inclusive education in schools. This study used a qualitative methodology with field research to examine what are five teachers’ perspectives and practices in inclusive education in the secondary phase of a school in Shanghai, China. In doing so, it explored the relationship between teachers’ perspectives and practices with relevant contextual factors. The study aimed to investigate how the concept of inclusive education is constructed and implemented in practice in a country, whose socio-cultural background is different from the western world where inclusive education originated. By doing so, it aimed to open ‘another window of thinking’ for policy makers, education administrators and school practitioners worldwide.

It was found that the teacher participants mainly approached disability from a medical perspective and related the concept of inclusive education only to students with disabilities. Although the teachers did not hold a developed understanding of inclusive education, they expressed some core inclusive values. Their expectations of students are influenced by the dominant socio-cultural imperative of prioritising academic achievements. All teachers place an importance on their role in motivating their students to apply themselves in their studies. In terms of pedagogy, they focus on improving their whole class teaching strategies which could benefit all students in formal lessons. Some of the strategies relate to the principles of inclusive pedagogy. Individual and group supports are preferred to take place after class. When nurturing a respectful learning environment, the teachers emphasise their role as a model for students which is consistent with teacher expectations in traditional Chinese values. This study contributes to exploring and understanding contextualised inclusive practices within an oriental country.