People Don’t Practice What They Preach? Inclusive Educational Policy and Exclusionary Practices for Children with Autism Spectrum Disorders in China’s Compulsory Education: A Critical Assessment

Purpose: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by behavioral deficits. In China, children with ASD find themselves critically challenged due to inadequate support and insufficient awareness among the general public. Methods: This paper illustrates the implementation of Learning in Regular Classroom Program (LRC) in China, comparing and deconstructing the special education policies in two consecutive phases in a southern metropolis in China. Results: A Critical assessment reveals 1) retrogression in guiding principles, 2) inconsistent models of disabilities, 3) consistent use of enrolment rate as Key Performance Index (KPI) and 4) non-mandatory use of language to guide implementation. Conclusion: The widening gap between the conceptualization and realization of the LRC in China is beyond question. Suggested solutions are: 1) professional projection of possible challenges for children with ASD; 2) adequate supply of resource classrooms and special education teachers appointed for the implementation of the Individual Education Plan (IEP); 3) a statutory code of practice in ASD studies.