Chinese teachers’ perspective on integrating autistic children in mainstream primary school classes

University College London, Gower street, London WC1E 6AE, Britain

^* Corresponding author: linxinnicole@outlook.com

Abstract

This research aimed to investigate teachers’ perceptions of inclusive education, with the understanding that the sociocultural backdrop to inclusive education is crucial to ensure its efficiency. Interpretivist paradigm was adopted, and qualitative study design was used. Data was collected through semi-structured interviews with six Chinese school teachers from various mainstream schools that provided inclusive education. It was found that respondents believed that inclusive education results in development of social skills of the students. It was also found that inclusive education helps autistic children interacting with others, shunning their inhibitions, and making friends. The results also confirmed challenges of inclusive education wherein respondents listed several attitudinal and behavioural challenges associated with social stigma and bullying, and difficulty in schools.