Access to the general education curriculum for students with disabilities: teachers’ perceptions and experiences in a Chinese primary school

In recent decades, the enactment of relevant laws, regulations, and policy documents has promoted the integration of students with disabilities into general education classrooms in China. Teachers play a central role in implementing inclusive education. This qualitative case study explored the perspectives of general education teachers regarding access for students with disabilities to the general education curriculum. Data were drawn from interviews, classroom observations, and educational materials. Twenty-two teachers from a primary school in Nanjing city participated in this study. The results revealed that teachers had diverse understandings of the curriculum nature for students with disabilities. Many teachers actively adapted or modified their curriculum objectives, content, instructional strategies, and assessment methods to better meet students’ needs. However, the challenges they encountered were multifaceted, arising from individual factors and school- and systemic-level constraints. In conclusion, ongoing professional development and support for teachers, particularly in areas such as time allocation, class size management, financial incentives, and collaborative practices, are necessary when integrating students with disabilities into general education classrooms.