A Western perspective on inclusion in Chinese urban educational settings

Abstract During the past 20 years in China a higher priority has been given to overcoming barriers to learning by educators. Legislation in the mid-1980s to establish compulsory school attendence has brought many children and young people into school for the first time. Chinese policy makers have also responded to international debates on the values of inclusive education. Over the past twelve years I have observed significant changes in educational provision, particularly in the cities. In this paper I describe and discuss a series of lessons I saw in Shanghai primary schools and, putting my comments in the context of practice in the UK, I ask to what extent do developments in China represent a move towards greater inclusion. Obstacles remain in both countries.