Learning In Regular Classrooms Research Articles

Educational Dilemmas and Challenges for Students with Autism under the Learning in Regular Classroom Policy: A Qualitative Study Based on the Perspectives of Two Parents in Beijing

Learning in Regular Classroom（LRC）is a crucial approach for addressing the educational placement of children with special needs and implementing the philosophy of inclusive education. However, children with autism face significant challenges in inclusive settings due to difficulties in social interaction, communication, and behaviors. This study employs a qualitative research method, interviewing parents of children with autism whose children have completed compulsory education in regular schools in Beijing, to explore the practical challenges of implementing LRC policy the findings reveal conflicts between the ideal and the reality of policy implementation. Families of children with autism encounter challenges related to school placement, adaptation, and support due to incomplete policy regulations, inadequate policy execution, and insufficient educational support. To ensure the effective implementation of inclusive education, a deeper reflection and adjustment of the LRC policy are necessary. This study provides valuable insights from a parental perspective into the challenges faced by children with autism in China under the LRC policy, aiming to inform future policy development and implementation.

Research on the Teachers' Dilemma in Inclusive Education under the Background of Learning in Regular Classrooms

Inclusive education has been a crucial education revolution since 1994 the Salamanca Statement, proclaiming that children with diversified abilities should have access to regular schools with appropriate scaffolds and support. Chinese inclusive education is presented as Learning in Regular Classrooms where children with special needs are placed in a regular classroom of a regular school. This article explored and identified challenges LRC faces through teachers roles, standards, and relationships with the childrens families that lead to unsuccessful LRC. The lack of special education knowledge in teachers, mono-teaching-evaluation standards on academics, and disagreements between teachers and families on support for children are some causes of unsuccessful LRC. This article proposed multiple solutions according to the challenges which include cooperating with special education schools to provide systemized special education training and support for teachers, schools providing clear, written, and diversified teaching standards, increase in communication between teachers and childrens families, and schools providing extra support for children.

Making sense of policy development of inclusive education for children with disabilities in China

Inclusion is integral to the education policy in countries across the world. In China, inclusion has been reaffirmed in recent policies as a priority in enhancing educational quality for disabled children. However, the growing scale of special schools and the increasing number of students enrolled seem to convey a conflicting message with inclusion. This paper critically examines the policy development from 1987 to 2023 concerning education for disabled children in China to make clearer sense of China’s inclusion agenda. The analysis highlights a policy vision where special schools are seen as key resources to enhance inclusive provisions and will continue to grow in scale in the short term as they transform to be an integral and inter-connected part within the wider education system rather than segregated settings, while Learning in Regular Classrooms and inclusion remain a primary objective and rationale underpinning the educational development for disabled children. This means a broader understanding of special education/schools in China is needed. The Chinese government has forged and embraced a unique, if not controversial approach that is adapted to suit the local contexts. This may set an example for the global community to explore localised strategies for inclusion to enhance education for all.

Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.

Analysis of Inclusive Education Perception among In-Service Early Childhood Teachers Using Inclusive Indicators

This article presents an analysis of inclusive education perceptions among in-service kindergarten teachers, contextualized within the context of inclusive education in China. In the 1980s, the Ministry of Education in China initiated the ‘Learning in Regular Classrooms’ campaign, advocating for the integration of special needs children into mainstream classrooms — an instrumental stride toward inclusive education. With the growing emphasis on inclusivity, the preschool education in China has progressively moving forward to embrace this paradigm. In this study, a survey was conducted with 30 in-service early childhood teachers in China, seeking to comprehensively assess their perceptions towards inclusive indicators within the broader framework of inclusive education. Through a meticulous analysis of the inclusive education indicators exhibited by 30 in-service kindergarten teachers, the research utilizes Booth's questionnaire as a validated instrument to gauge the nuanced facets of inclusive education implementation. The findings illuminate diverse performances among in-service kindergarten teachers, unravelling variations across three pivotal dimensions of inclusive education.

Efficient Teaching Pattern (ETP) Recommendation And Priority-Based Categorization To Enhance The Quality Of Online Learning (QOL)

Nowadays the main mode of Learning is only through online. Though online Learning is gaining much popularity it also brings a chaos among parents about the students learning pattern. It is more important that the online learning should provide a Quality of Learning (QoL) as much as the regular classroom learning. The proposed system introduced a new mechanism named as Efficient Teaching Pattern (ETP) Recommendation. Here, to engage the students in online learning and to produce the Quality of Online Learning (QOL) the Efficient Teaching Pattern (ETP) is accumulated via Pattern Matching method. The tutors teaching style and easy conveying techniques are observed and the pattern is recommended for other teachers to follow. Through this implementation the Students concentration improved and high-performance is maintained. Further, the system adapted a Priority Based Categorization in E-learning, where the most important preferences in online classes are discussed and priority is produced accordingly. Also, the system produces authority for students to customize their classes and choose their own teachers of their convenience through the Teacher Switch-Over Options. Finally the system incorporates a ‘check-list’ implementation after every class. The check-list collects feedbacks of the online session from both the students and teachers for further improvisation. The performance of the proposed system is produced through the experimental results.

Difficulties and Recommendations for the Implementation of Learning in Regular Classrooms among Children with Autism Spectrum Disorders in China

Developmental disability, known as autism spectrum disorder (ASD), is brought on by variations in the brain. People with ASD struggle with repetitive activities or interests, as well as communication and social engagement. Nowadays, there is an increasing number of children with ASD in China. They are gradually gaining public attention on the improvement in their societal situation from all aspects. Learning in Regular Classrooms (LRC) is the most direct and effective way for children with ASD to overcome social communication barriers and integrate into society. However, educational problems related to LRC arose as well. In this paper, the author studies issues in the implementation of LRC among children with ASD and gives recommendations accordingly. Conclusions can be drawn that issues lie in teachers professionalism, family education, school culture, and social prejudice, and achieving a high-quality implementation requires the joint efforts of schools, society, and the government.

A Study of Special Needs Children Entering Regular Classroom Learning

Special populations appear in the public eye with increasing frequency, so their education and problems are receiving increasing attention in many countries. But as many countries focus on educating children with special needs, they are discovering an even more significant pitfall. This problem is that many countries have segregated children with special needs from typical children, making them less able to integrate into society when they reach adulthood. When research began, people found the answer to this problem in inclusive classrooms. This paper discusses the need to include children with special needs in regular classrooms. In this paper, the author analyzes multiple perspectives from the perspective of the state, schools, teachers, special needs students, and children in general. Combining the strengths and weaknesses of these perspectives, the author of this paper offers some suggestions on how to measure the relationship between special needs children and regular classrooms and subsequent development.

Systematic Review on Chinese Special Education and Inclusive Education: China's Solution in Globalization

Purpose This study provides a comprehensive review of the highlights and developmental trends in special education in China over the past decade. Design/Approach/Methods CiteSpace was used to analyze 1,564 academic papers published in the Chinese Journal of Special Education ( CJSE), the only academic journal focusing on special education in China. Findings Analysis revealed that the research highlights covered areas of special education governance, inclusive education (including learning in regular classrooms), teachers and the curriculum, the traditional “three basic disability types,” and the newly recognized category of Special Education Needs (SEN). The scope of research has expanded from a limited range of disability types to a wide range of SEN, policymaking has accelerated the development of China's special education, and curriculum reform has played a key role in facilitating the integration of general and special education systems. Originality/Value The published papers fully reflect international frontier research in the field of inclusive education over the past decade, revealing the discursive system and practice mode of inclusive education with Chinese characteristics.

Inclusive education of elementary students with autism spectrum disorders in Shanghai, China: From the teachers' perspective.

Given an increasing number of children with ASD, the need for inclusive education has rapidly increased in China. Since 2011, children with ASD have been eligible for inclusive education. However, little is known of the implementation process by key personnel. The purpose of the current study was to qualitatively explore elementary school teachers' experiences and perspectives on an inclusive education policy and practice for students with ASD. Participants were from 5 elementary schools in 2 districts in Shanghai. This study consisted of data collection in 2 phases. First, semi-structured, in-depth interviews were conducted with school psychologists and vice principals responsible for students' mental health for implementation of general inclusive education at each school. Second, focus groups of frontline teachers were assembled to hear their firsthand experiences. A thematic analysis was performed. Findings indicated that although all 5 schools had some ASD-related support, training and resources varied depending on whether learning in regular classrooms (LRC) was implemented. Frontline teachers in particular faced challenges implementing LRC, including the limited extent of LRC, tedious implementation procedures, and parents' misconceptions of LRC. Regardless of these challenges, frontline teachers tried to support students with ASD as much as they could. The current findings should help to advance the inclusive education policy in Shanghai, including increasing the availability of inclusive education resources and training for teachers, issuing specific LRC guidance, and reducing ASD-related stigma. This study is among the first to explore the implementation of inclusive education in urban China.

Self-monitoring Intervention of Problem Behavior of Students with ADHD Learning in Regular Classroom in China

The number of children with attention deficit hyperactivity disorder (ADHD) is increasing in China, whose inattention, disorganization, and impaired hyperactivity cause challenges for their study and teachers’ teaching activities in classroom. The study applied self-monitoring intervention for two children with ADHD learning in a primary school to improve their problem behaviors. We found self-monitoring intervention was likely to reduce their off-task behaviors, even for students with ADHD and ASD. Practical implication of the intervention is discussed in the paper.

Self-Study: A Method for Continuous Professional Learning and A Methodology for Knowledge Transfer

Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education. Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, reflection, and decision-making to examine the use of these strategies with nursing students. Findings: Self-study was demonstrated to be effective as an approach for continuous professional learning. Guidance for employing self-study to support a clinical instructor’s professional learning outlines four steps: provoking ideas, describing implementation, reflecting on implementation and the consequences of practice, and making decisions for moving forward. It was found that self-study facilitated the transfer of knowledge about formative assessment from classroom education research to nursing education and supported knowledge transfer from one teaching discipline to another. Conclusions: Self-study was an effective method for personal and professional growth and development pertaining to formative assessment in nursing education. As a methodology, self-study facilitated knowledge transfer between professions. This is the first known self-study of pedagogical practice in clinical nursing education. Résumé Objectif : Les formatrices cliniques en soins infirmiers doivent s’engager dans un processus d’apprentissage professionnel continu afin d’assurer leurs compétences en pratique infirmière et en formation clinique de façon à préparer les étudiantes en sciences infirmières à intégrer la pratique professionnelle. Cette étude a exploré l’autoformation/ auto-étude comme moyen d’apprentissage professionnel continu en sciences infirmières. Processus : Une formatrice clinique a entrepris d’améliorer ses habiletés de formation clinique en se basant sur cinq stratégies d’évaluation formative qui se sont avérées favoriser l’apprentissage d’ étudiantes dans les cours en classe. Elle a transposé et mis en œuvre ces stratégies dans la formation en sciences infirmières. Cette autoformation/ auto-étude sur les pratiques pédagogiques était combinée à l’utilisation d’un journal réflexif et à la documentation systématique des processus itératifs de planification, action, réflexion et prise de décisions afin d’examiner l’utilisation de ces stratégies auprès d’étudiantes en sciences infirmières. Résultats : L’autoformation/ auto-étude s’est avérée une approche efficace pour l’apprentissage professionnel continu. L’accompagnement requis afin de soutenir l’autoformation/ auto-étude comme moyen d’apprentissage

Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience

ABSTRACT Recent decades have witnessed the development of inclusive education in China. Yet, the national program of ‘Learning in Regular Classroom’ – a form of inclusive education with Chinese characteristics – has been criticised for lacking sufficient system support. Under these circumstances, parents play a key role in support for their children with disabilities in regular schools in China. This study investigates the relationship between inclusive school quality and the well-being of parents of children with disabilities and the mediating effect of resilience on such a relationship. A sample of 310 Chinese parents of children with disabilities completed the Perception of Inclusive School Quality Scale, the Diener Well-being Scale, and the Davidson Resilience Inventory in the study. The results indicated that parents’ perceptions of inclusive school quality had a positive relationship with their subjective well-being, and resilience showed a partial mediating effect on that relationship. Implications are discussed.

Professional Qualities of Special Education Itinerant Teachers: A Qualitative Study from China

ABSTRACT In China, many special education schools are or have been rebuilt into resource centres. To support the national program of ‘Learning in Regular Classroom’ (LRC), these centres often recruit teachers in special education schools to serve as special education itinerant teachers (SEITs), who travel across regular schools to provide specialised professional support. However, most studies of professional qualities of SEITs have been conducted in western countries and the analysis was based on SEITs for students with visual or hearing impairment. Little is known about the professional qualities of SEITs in the Chinese LRC context. This study aims to make a contribution in this regard. Semi-structured interviews were carried out with seven SEITs. It was found that beliefs, knowledge, skills, professional identity and motivation, and self-awareness of professional development were recognised as the core professional competencies necessary for the implementation of itinerant service. Implications for practice and future research in SEITs’ professional development are presented.

The Effects of Principal Support on Teachers’ Professional Skills: The Mediating Role of School-Wide Inclusive Practices and Teacher Agency

ABSTRACT The present study focuses on the relationships between principal support, school-wide inclusive practices, teacher agency, and teachers’ professional skills in the Chinese context of inclusive education – Learning in Regular Classroom. Data were collected from 1,676 primary and junior high school teachers in China. Results of structural equation modelling demonstrated that principal support had a significant effect on teachers’ professional skills; the chain mediating role of school-wide inclusive practices and teacher agency on the relationship between principal support and teachers’ professional skills was also significant. These results suggest the direct and indirect roles of school principal in promoting inclusive education teachers’ professional skills. The results also highlight the significant effects of school environment on inclusive education teachers’ professional development. We consider implications for practice at the end of the paper.

Effectiveness of simulated patients based learning over regular classroom learning in students of MBBS Iv in the department of medicine

Bed side clinics are the gold standard but as the number of colleges is increasing the number of patients is slowly decreasing. It is practically impossible to show all the cases to the learning students. But there is a way and it is in this way that the professional actors or the doctors themselves who has knowledge of the disease can enact and thus teach the students. This study puts in a sincere effort to find the answer of which method is better. The study was done on 100 students who attended classes in the Department of Medicine from Jan 2020 to July 2020. This is an educational intervention will be done by Integrated learning for 5hrs of teaching in one month duration and performance of the students are compared for two methods along with the perception. They will be equally divided into two groups by lottery method. One batch will go for traditional lecture classes and the other will be taught using Simulated Patient based teaching. After every class the MCQ test of the students will be taken. The means of the scores will be noted. The mean of all the scores after all the three sessions will be calculated and reported.

A mobile technology‐based cooperative learning platform for undergraduate biology courses in common college classrooms

As a high‐impact educational practice, cooperative learning uses a structured group study to promote students' active learning. Currently, it lacks economical yet effective tools to facilitate the interactive nature of structured cooperative learning in regular classrooms. Here, we have established a mobile technology‐based cooperative learning (MBCL) platform that comprises the 2018 iPad, Apple Pencil, LiveBoard, Google Forms, and Google Drive. We tested the MBCL platform in multiple undergraduate biology courses. During semester‐long MBCL studies, the students engaged in cooperative learning to discuss a real‐life issue or chapter‐based contents. With the MBCL platform, the students' group study processes were shown on shared, visible electronic whiteboards that were updated in real‐time, generating visible thinking and instant, interactive communication. The instructor was able to guide the students promptly to conduct knowledge integration and knowledge synthesis using tables and diagrams. The deep learning outcome was evident in the examples and quantitative analyses of students' whiteboard study results and team presentations. Thus, integrating innovative mobile technologies into high‐impact teaching practices, exemplified by the MBCL platform, promotes deep learning in higher education.

Destroying the Trojan Horse of ‘Lazy Inclusivism’: Collective Wit of Chinese Children, Parents, and Educators in the Context of ‘Learning in Regular Classroom’

ABSTRACT Since the publication of the Salamanca Statement, inclusive education has gained prominence at a global range. In China, this has seen the implementation of ‘Learning in Regular Classroom’ – a nationwide program initiated by the Chinese government in the 1980s to make regular schools accessible to children with disabilities. The developments of ‘Learning in Regular Classroom’ over a nearly four-decade time are laudable. Yet structural problems abound and persist. One has been ‘lazy inclusivism’ that insidiously conceals the unequal social order by strategically labelling certain populations as disadvantaged and diligently providing support to them through a mainstream framework that de facto silences their epistemologies and practices. ‘Lazy inclusivism’ sustains an astute system that tailors a cloak of laborious business to shroud its own laziness in achieving inclusion. Such labourious business is paradoxically lazy owing to its reductionist approach to inclusion that shows little interest in deconstructing the conservative understanding of disability, which itself is constructed and sustained within current schooling. This Special Issue collects wisdom of Chinese children, parents, and educators to force ‘lazy inclusivism’ to retreat. At the core of the collective wisdom is agency and resilience, both demonstrating autonomy and power in precarious conditions.

Promoting Inclusivity in Elementary Classroom Through Art Integrated Learning (AIL)

Art Integrated learning is an innovative approach of teaching and learning which ensures effective and joyful classroom transaction in order to secure attention of students, to motivate learners, to support active participation of students in classroom process and to enable then to develop their thinking abilities by keeping in mind the individual differences and preferences. Howard Gardner’s Multiple Intelligence Theory (1983) provided a wonderful way to embody an Arts Integration approach that would foster student’s autonomy with a focus on multiple learning styles and abilities. The National Council of Educational Research and Training (NCERT) has also formulated comprehensive guidelines and a framework for the integration of art in pedagogy to create an atmosphere of “experiential and joyful learning” in the classrooms. At this premise this paper makes an attempt to look into the positive aspects of Art Integrated Learning in promoting inclusivity in classroom at elementary level. The thrust areas of this paper are concept and understanding of ‘Arts’ as pedagogical tool, its impact on the holistic learning and development of every child, importance of Art Integrated Learning in promoting inclusivity in classroom and role of teacher/facilitator in promoting inclusivity in classroom through Art integrated learning approach. Further, this paper also advocates that there is an urgent need to orient teachers towards the implementation of Art Integrated Learning in regular classroom in order to promote inclusive education and to attain certain educational goals.

Challenges and Strengths of Transitioning to Online Learning during COVID19 University Lockdown: Case Studies from Egypt and Saudi Arabia

The aim of this qualitative study was to explore the experiences of under graduate and post-graduate level students who recently and abruptly transitioned from regular classroom learning to an online learning environment due to the COVID-19 pandemic. Study participants were 30 undergraduate engineering students at the Higher Technological Institute in Egypt, and 20 graduate students enrolled in a Masters TESOL program at King Saud University in Riyadh, Saudi Arabia. All participants completed a 10-item questionnaire regarding their opinions and experiences. Data was analyzed using a six-step thematic approach and was interpreted through the lens of the Community of Inquiry theoretical framework. Findings indicated that online courses strengths included increased student engagement and flexibility, prior familiarity with technology, increased personal time, and the use of multiple learning modalities. Challenges included problems with technology, reduced engagement due to family interruptions, and lack of visual cues. One limitation of this study was the small sample size, which may limit the ability to generalize the findings to other students. These findings provide insight into the issues which can promote or hinder success in online programs.