Abstract
Purpose Learning in a regular classroom (LRC) has become the main educational placement for students with disabilities in China. This study investigates the outcomes of LRC and their influential factors from the teachers’ experiences and perspectives. Design/Approach/Methods Seven inclusive education teachers participated in semi-structured interviews. Thematic analysis was conducted to analyze the qualitative data. Findings The results show that social participation and contribution, physical presence, academic performance, self-concept, and independence are the key outcomes of LRC from inclusive education teachers’ experiences and perspectives. Moreover, the factors influencing the key desired outcomes include the severity of disabilities and problem behaviors, professional support, teaching practice, inclusive climate, and collaboration between schools and families. Originality/Value This study provides valuable insights into the outcomes and influential factors of inclusive education in the context of LRC in China. These findings inform efforts to improve inclusive education practices and enhance the educational experiences of students with special needs.
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