Inclusive Education in Rural China: Teachers' Attitudes Matter

Abstract

This paper investigated teachers' attitudes towards inclusive education in one Chinese rural county. The project selected one of the poorest counties in China and used a mixed-method case study approach. In total, 31 teachers from one mainstream primary school and 29 teachers from one special primary school participated and completed questionnaires investigating attitudes towards inclusive education. The project also interviewed 2 teachers and 2 headteachers, equally divided between the two participating schools. The findings of this project revealed: 1) that the overall attitudes of teachers in the special and mainstream schools towards inclusive education were neutral, however, from the interview, teachers in the mainstream school can have more negative attitudes towards inclusive education compared to teachers in the special school; 2) teachers in both the mainstream and special school believed children with significant disabilities should study in special schools; 3) teachers with a related SEN (special educational needs) diploma held more positive attitudes than those who never had any related education experience; 4) more positive attitudes towards inclusive education can be associated with longer teaching service time; 5) gender was not a factor that influenced these teachers' attitudes towards inclusive education; 6) teachers tended to have more positive attitudes if good cooperation and understanding from parents could be expected.