The 'Learning in Regular Classrooms' initiative for inclusive education in China

Su Qiong XU, Paul COOPER, Kuen Fung SIN

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to further promote the LRC or inclusive education in the collectivist culture and socialist political context of modern China. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)54-73
JournalInternational Journal of Inclusive Education
Volume22
Issue number1
Early online dateJul 2017
DOIs
Publication statusPublished - 2018

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Citation

Xu, S. Q., Cooper, P., & Sin, K. (2018). The 'Learning in Regular Classrooms' initiative for inclusive education in China. International Journal of Inclusive Education, 22(1), 54-73. doi: 10.1080/13603116.2017.1348547

Keywords

  • Inclusive education
  • Policy
  • Social-political context
  • Learning in Regular Classrooms
  • China
  • PG student publication