Your Battles Inspire Me: Inclusion Experiences of Children with Intellectual Disability in Chinese Primary Classrooms

Abstract

Children with intellectual disabilities have been accessing general educational settings at primary education stage in international and Southwest Chinese contexts. Despite the lengthy existence of the phenomenon, the perspectives of children involved, their peers, parents and teachers have not been assessed holistically. As a qualitative multiple case study, it seeks to answer this question: How are children with intellectual disabilities included in general primary education in Southwest China? Using methods of photovoice for children, semi-structured interviews with all education actors and direct observation of campus life, this research¿s findings include children with intellectual disabilities, generally academically and socially isolated at school, schools designed for the majority of the children failing to address particular needs of children with intellectual disabilities, lack in peers¿ invitation and engagement due to emphasis of school on studying to achieve learning objectives, general education teachers¿ low input in educational accommodations, and parents¿ minimum participation in school life despite high recognition of inclusive education concepts. It is hoped that readers gain a panoramic view of students¿ battles in this environment where every actor contributed to a nominal inclusion; hopefully this research will inspire future research and policy to engage more with children and address their needs accordingly.