Höfundur: Zhijing Deng

Leiðbeinendur: Ólafur Páll Jónsson

Ágrip/Efni:

This study employs Critical Disability Theory (CDT) to examine the attitudes and views of Chinese primary school teachers toward inclusive education, as well as their specific classroom teaching techniques. The research employed semi-structured interviews to formulate questions derived from the six fundamental principles of CDT, recruited six primary school teachers for participation, then systematically coded and analyzed the interview data with MaxQDA2020. The findings indicated that the majority of educators conceptually supported the progress of inclusive education and acknowledged the significance of offering equitable educational opportunities for kids with special needs. In practice, educators encounter numerous problems, such as inadequate professional training in special education, insufficient school resources, societal and familial biases, and ineffective execution of educational programs. The prevailing score-oriented educational atmosphere intensifies teachers’ workload, significantly affecting the efficacy of inclusive education implementation. This study advocates for the advancement of sustainable inclusive education at the primary level in China through the enhancement of teachers’ professional training, the optimization of school resource allocation, the improvement of policy support, and the augmentation of public awareness regarding inclusive education. Simultaneously, it underscores the evolution of educators’ conventional notions, transitioning from a classification framework rooted upon medical diagnosis to a socially oriented paradigm of inclusive education.