Reforms and challenges in the era of inclusive education: the case of China

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Abstract
This article, written by M eng D eng of B eijing N ormal U niversity and K im F ong P oon‐ McB rayer of the H ong K ong I nstitute of E ducation, reviews and analyses the reform of special education in C hina, the challenges confronting C hinese special education provisions, and how the C hinese inclusive education model, namely ‘ L earning in R egular C lassrooms’, has been shaped by the pragmatic needs aligning with the nation's economic and social developments. In an effort to provide wider school access, the current inclusive education model has become the form of educational placement that serves the majority of students with disabilities in C hina. The authors conclude that reforms in the last two decades have resulted in dramatic changes and progress in many facets of special education service delivery, school structure, administrative monitoring mechanism, and instructional practices. However, the current C hinese special education service structure is still shaky, with inadequate resources, personnel preparation and support at the local level. Fundamental changes to the examination‐oriented mainstream education system are still needed, to enhance the quality of education for students with special needs.

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