Abstract
This
study critically reviews the challenges Chinese teachers face in implementing
inclusive education, focusing on the unique social, cultural, and systemic
factors influencing this educational approach in China. The purpose is to
analyse existing literature to highlight barriers at both societal and school
levels, where factors such as Confucian cultural values, inadequate training, and
limited resources hinder effective inclusivity. Through a synthesis of relevant
studies, the review reveals that while initiatives like Learning in Regular
Classrooms (LRC) aim to improve access, they often fall short in fostering
comprehensive inclusion for all learners. Findings underscore the need for
enhanced professional development, adaptation of Western inclusive practices to
fit China’s educational context, and a rebalancing of exam-centred education
with inclusive principles. In conclusion, the study emphasizes the importance
of shifting societal perceptions and educational policies to support inclusive
education practices in China fully.
