Inclusive education in China, Interpretation and Implementation Kun Liu, Guang Xue Yang Ph.D East China Normal University, ShangHai, China Introduction Current status of general & special education system in China DiscussionAbstract References Background: In China since early1990s inclusive approach has been authorised as a major educational policy to address the educational needs of children with disabilities. This approach is manifested as ‘Learning in Regular Classroom’ (LRC) in the policies and discussions regarding education of disabled children. LRC has often been used interchangeably with the terms ‘mainstreaming’ ‘integration’ and ‘inclusion’ in different areas. This has resulted in increased confusion over the implementation, goals and beliefs of inclusion. Research strategy: Inspired by the discussion around ‘language, conceptual models, terms and definitions’ as a powerful tools in reflecting deep social oppression in disability research (Shakespear, 2002), this analysis focuses on language and conceptual understanding in education policy and its implementation processes. It attempts to make explicit the interpretation of inclusion in Chinese policy context, to explore its goals, motivations and levels of implementation, and further to discuss its purport, value and underlying issues in Chinese social context. Like other developing countries, the use of the term inclusion has become part of political correctness in the process of education for children with disabilities(Singal, 2006); however, the language and concepts used in current Chinese policy documents are much ambivalent towards inclusion. Inclusive approach in practice is narrowly envisioned as addition resource and supplemental support. In this way, regular schools disguise themselves against system reform and school changes requested by inclusive approach. Inclusive education implementation process is fraught with conflict terminology which reflects a mix of medical and social model of disability, this indicates the tension between the pursuit of inclusion and the unchanged and rigid general education system. An essential point for the development of inclusive education in China is to locate the exclusion problems in a broader social context. Inclusive education policy should be informed with the full understanding of the value of inclusion rather than simply following the best practice guide which is less responsive to the local context. Development of education of children with disabilities In China, primary education enrolment rate reached 99.70% in 2011, however this figure may conceal the disparities across regions and among different groups of students. Children with disability is one of the most marginalised groups in the Chinese education system. In 2006, ‘Statistical Bulletin of Educational Development in China’ indicated that the students with disabilities composed 0.4% of the total students aged 6-14 ; ‘National Sample Surveys on Disability’ reported the disability prevalence rate in the age of 0-14 group is 4.66%. This gap reflects a major concern in the general education system regarding the enrolment and inclusion of children with disabilities. Peters, S.(2007) ‘‘Education for All?’ A Historical Analysis of International Inclusive Education Policy and Individual with Disabilities’ Journal of Disability Policy Studies, V.18, No Singal, N.(2006) ‘Inclusive Education in India: International Concept, National Interpretation’ International Journal of Disability, Development and Education, V.53, No3, Shakespear,T.(2002) ‘The social model of disability: an outdated ideology?’ Research in Social Science and Disability’ V. 2, 9-28 Slee, R. (2004) ‘Inclusive education: A Framework for Reform?’ In V. Heung & M. Ainscow (eds) Inclusive education: A Framework for Reform? (Hong Kong, Hong Kong Institute of Education) This research aims to examine the development of inclusive education in China with a focus on children with disabilities. It explores the general goals, motivations and purposes for education of disabled children in China. Particular attention is given to the interpretation of the concept of inclusive education. It concludes that there is an urgent need to re-examine the understanding of inclusive education and identify the social factors that prevent children with disabilities from equal education opportunities. Influenced by the international inclusive education movement, a multi-track approach was adopted to address the educational needs of children with disabilities in China. The 1990s witnessed a fast expansion in the number of special schools, special classes in regular schools and increased number of disabled children in regular classrooms. LRC is a neighbourhood schools arrangement strategy for children with disabilities. in the early stage of implementation, LRC was a effective approach in addressing the problem of insufficient resource for education of children with disabilities in rural areas. LRC soon developed as a model of inclusion in the urban areas with a strong focus on supplemental aids and services. Inclusive intention to education of children with disabilities in the education system has been manifested in the central government educational policies and its local level action plans through new categories, new definitions of children with disabilities and educational processes varieties. This has caused a struggle of “changing terminology’ to describe the new development in the local context. However, the new definition and its interpretation did not reflect the paradigm shift from medical model to social model of disability; rather, it formulated a supplementary component of general education system, which only requests additional resource and support service. Journey towards inclusion and its interpretation Inclusive policy implementation in school level A conceptual analysis of resource teacher’s focus group discussions reveal that the most frequently appeared concept clusters in their discussion include ‘training in separated resource room’, ‘ identification of children’s problems’,‘ academic performance’. Inclusive education related concepts like school changes, student diversity, instruction universal design didn’t appear in this interview context. There are many conflicted interpretations and conceptions in the discussion. It can be concluded that the school level inclusive practice has been largely defined in psychological and medical terms.