Introducing inclusive education to Chinese teachers

Abstract

This thesis explores how to help Chinese teachers build an inclusive mentality so as to facilitate inclusive education in their classes. Different definitions, characteristics, and benefits of inclusion are explored. To respond to the less than ideal state of inclusive education in China, a series of workshops was designed. The intention of these workshops is two-fold: first, to help teachers in China to better understand inclusive education, what it entails, and the values underlying it; second, to offer these teachers various practices that will make their classrooms more inclusive. The workshops consist of four main parts: inclusive mindset, humorous class, multiple intelligences, and inclusive assessment.