A Comparative Observation of Inclusive Education in Four Primary Schools in Taiwan

Abstract

In Taiwan, the critical development of inclusive policy is linked to legislation around inclusion and the programs promoted by educational authorities and local governments in the 1990s. Although this previous educational reform ushered in a new era of inclusion, this type of educational campaign triggered various responses among stakeholders. This study aims to understand the experience of the implementation of inclusive programs implemented in four primary schools in Hsinchu City and County in north-west Taiwan, exploring inclusion-oriented school life in these institutes. The investigation of school-based inclusive practices is based on a qualitative approach such as the Flanders Interaction Analysis Categories (FIAC) and entails a series of observations of inclusive activities in the four educational institutes under study. The results reveal that the inclusive environment is conducive to verbal interaction among teachers and students. It also indicates that inclusive programs place more weight on factors such as curriculum, teachers’ professional development, educational resources and the support system. In conclusion, the authors argue that the inclusive environment creates an educational and social position advantage among all students, both with and without disabilities. This paper offers international readers insights into how inclusive policy in Taiwan has created an ongoing dialogue between stakeholders and led to educational improvement.