How Chinese schools are building more inclusive learning environments for students with diverse needs

Over the past few decades, inclusive education has become an important goal of China's education reform. Since the 1980s, China has promoted the inclusion of students with disabilities in mainstream schools through the practice of "Learning in Regular Class". In recent years, national policies aimed at developing a "high-quality inclusive education system" have further accelerated efforts to improve both access and educational quality for learners with diverse needs.

In a perspective article published on September 10, 2024 in ECNU Review of Education (https://journals.sagepub.com/doi/full/10.1177/20965311241282799), Meng Deng, Pei Lin, Huilin Pan, Mengyue Qi and Yunyan Zhou present three cases from Shanghai that demonstrate how inclusive education is being implemented across kindergartens, primary schools, and junior secondary schools. Developed in collaboration with the Shanghai Jing'an District Education Bureau, the article examines how schools can create more supportive environments for students with diverse educational needs.

The first case focuses on Harry, a four-year-old kindergarten child with developmental delays, particularly in language and speech. Everyday activities that appeared simple, such as drinking water independently, were highly challenging due to sensory perception difficulties and limited muscle control. To support Harry's development, educators conducted functional assessments, consulted specialists, encouraged peer support, and worked closely with his family. Through a range of adaptive strategies, Harry gradually gained independence in daily routines and became more confident in classroom activities. The case illustrates how individualized support and collaborative intervention can promote children's participation in inclusive learning environments.

The second case introduces the "Marshmallow Teachers Program" at Shanghai International Studies University Jing'an Foreign Language Primary School. Designed to support students with significant learning or behavioral challenges, the program moves beyond a single-teacher support model by creating a team of volunteer educators. These "marshmallow teachers" provide personalized assistance through reading activities, sports, creative projects, emotional regulation strategies, and themed learning experiences. The program emphasizes acceptance, flexibility, and respect for each student’s developmental pathway while integrating support into everyday school life.

The third case follows Xiaotian, a middle school student with autism spectrum disorder who experienced extreme sensitivity to high-frequency sounds. The challenge became evident during a science experiment involving a loud whistling sound, which caused significant distress. Through classroom observation, consultation with specialists, review of relevant research, and collaboration with Xiaotian's family, teachers identified auditory hypersensitivity as the key factor. The school then introduced gradual desensitization strategies and adapted learning activities to support Xiaotian's participation in science lessons. Over time, Xiaotian became more engaged in classroom learning and demonstrated abilities that had previously been hidden by his anxiety.

Across the three cases, the article identifies several common features of effective inclusive education. Peer support helps students participate more fully in school life; collaboration among teachers, specialists, and families enables more targeted support; and positive changes in school culture foster a stronger sense of acceptance and belonging. The authors emphasize that inclusive education depends not only on specialized services but also on everyday practices that promote participation, dignity, and mutual respect. The article also situates these school-level experiences within the broader development of inclusive education in China. Recent policy initiatives have encouraged schools to move beyond simply providing access toward creating high-quality learning environments that respond to students' diverse needs. According to the authors, Shanghai's experiences show how local innovation can contribute to broader efforts to improve inclusive education .

A central message of the article is that inclusion requires continuous adjustment rather than a one-size-fits-all approach. Although the three students faced different challenges, their experiences demonstrate how schools can adapt their learning environments, strengthen support networks, and create conditions in which every student can participate and thrive.

The authors conclude that China's experiences highlight the importance of peer cooperation, professional support systems, family-school collaboration, and positive cultural transformation in building more equitable and high-quality educational opportunities for all learners.