Inclusive education seeks to ensure that all students, including those with disabilities, have access to appropriate educational opportunities in the least restrictive environment. In China, the policy known as “Learning in Regular Classrooms” (LRC) has become the primary educational placement for students with disabilities in compulsory education. Although access to regular schools has expanded considerably, important questions remain: What does successful inclusion look like? And what enables students with disabilities to participate and thrive in mainstream educational settings?
Five Dimensions of Meaningful Inclusion
The study draws on semi-structured interviews with seven experienced inclusive education practitioners, all of whom had extensive experience working with students with disabilities in regular schools. Using thematic analysis, the researchers identified five educational outcomes that teachers considered central to successful inclusion.
The first outcome is social participation and contribution. For teachers, inclusion means more than simply sharing a classroom. Students with disabilities should have opportunities to participate actively in school life, build friendships, collaborate with peers, and contribute to their classes. Successful inclusion was often associated with students being accepted as full members of the classroom community, rather than treated as outsiders.
The second outcome is physical presence. The amount of time students spend in regular classrooms and school activities was another important consideration. Teachers viewed sustained participation in mainstream educational settings as a meaningful indicator of inclusion. By contrast, frequent withdrawal from regular classrooms or limited involvement in school activities could undermine students’ opportunities to participate fully.
A third outcome is academic performance. Teachers emphasized both academic engagement and achievement. Meaningful inclusion involves enabling students to participate in classroom learning, even when individualized goals and instructional adaptations are needed. Academic success, therefore, was not measured by grades alone, but also by students’ engagement with learning activities and progress in relation to their individual abilities.
The fourth outcome is self-concept. The educators also identified students’ self-concept as an important outcome. Supportive classroom environments could help students develop greater confidence, a more positive view of themselves, and a stronger sense of belonging. Several examples highlighted how acceptance and encouragement contributed to students’ self-esteem and comfort in the classroom.
The fifth outcome is independence. This refers to students’ growing ability to function with greater autonomy. Although support from families and schools remains essential, teachers cautioned that excessive dependence on adults could limit students’ social interactions and personal development. Fostering independence was therefore seen as an important part of meaningful inclusion.
What Shapes the Outcomes of Inclusion?
Beyond identifying desired outcomes, the study examines five major factors that influence whether they can be achieved: the severity of disabilities and problem behaviors, professional support, teaching practices, inclusive climate, and schools–family collaboration.
Professional support emerged as a particularly important factor. Teachers highlighted the contributions of resource teachers and itinerant teachers, whose specialized expertise can help regular classroom teachers respond to students’ diverse needs. Teaching practices also matter. Curriculum adaptations and individualized instruction can help students participate more meaningfully in classroom learning. Rather than relying on a single approach, teachers described the importance of adjusting instruction to accommodate individual abilities and learning needs. The study further emphasizes the role of an inclusive school climate. Participants pointed to the importance of classmates, teachers, and parents accepting students with disabilities and viewing diversity positively. Such environments can support students’ social participation, confidence, and engagement in learning.
Why School–Family Collaboration Matters
Collaboration between schools and families was another key influence on students’ experiences. Teachers reported that positive outcomes were more likely when families and schools shared educational goals, communicated effectively, and worked together to support students. However, differences in expectations and limited family resources could create challenges. These findings underscore the importance of building constructive partnerships between educators and families, particularly when students require ongoing and coordinated support.
Rethinking What Successful Inclusion Means
The authors conclude that inclusive education in China should be evaluated across multiple dimensions, rather than through academic achievement alone. Their findings suggest that meaningful inclusion encompasses participation, belonging, learning, confidence, and independence. Achieving these outcomes, however, requires more than placing students with disabilities in regular classrooms. Professional support, responsive teaching, an inclusive school culture, and collaboration between schools and families all play a role. The study offers a broader perspective on inclusive education: the question is not simply whether students with disabilities are in the classroom, but whether they have meaningful opportunities to participate, learn, belong, and develop greater independence.