APPROPRIATE INTEGRATION: CHINA’S "LEARNING IN REGULAR CLASSES" POLICY

This review examines China's "Learning in Regular Classes" policy, aimed at integrating children with special needs, particularly those with hearing impairments, into mainstream education. The study utilizes policy analysis and literature review methodologies to assess the alignment of the policy with the ideals of appropriate integration. Findings indicate that while the policy reflects an intent towards inclusivity, there are significant gaps in implementation, especially in effectively integrating students with hearing impairments. These gaps are attributed to inadequate support systems, lack of specialized training for teachers, and insufficient adaptations within mainstream environments. The review calls for a reevaluation of the policy to address these disparities, ensuring a truly inclusive educational framework.