Abstract:

Since the 1980s, new concepts of special education, such as “Integrating” ”Returning to the mainstream” were accepted gradually in China. Influenced by these theories and practices, China began to set up an inclusive education system with China’s own characteristics. In this case, the Department of Basic Education of the Chinese Ministry of Education sponsored a national project “Learning in Regular Classroom (LRC)” to initiate a study of changes in school and classroom practice to maintain the children with disabilities in classrooms, enrolling more children and improving the quality of education, In the September of 1988, “Learning in Regular Classroom (LRC)” was brought forward formally in the Outline of the Work for the Disabled in China during the 5-Year Plan Period (1988-1992) which was issued by the State Council. Up until now, it is implemented for 24 years, and the work of LRC try to ensure that students with and without special educational needs are truly included in the school community.This study reviews the history of LRC in China briefly, examines the current situation and issues, how LRC could improve the process of inclusive education and puts forward some suggestions of LRC in China through systematic literature review.

Keywords:

Inclusive education, inclusion, China, learning, regular classroom.