Narratives of Chinese English teachers in handling students with special needs

This study explored the lived experiences of seven (7) Chinese English primary school teachers in handling students with special needs (SEN) through a narrative research design. By collecting and analyzing rich personal accounts from teachers, the research aimed to understand the strategies, challenges, and emotional journeys involved in inclusive teaching. The findings revealed key themes, including the use of calming and de-escalation strategies, sensitivity to environmental and emotional triggers, differentiated instruction, and the significance of building positive teacher-student relationships. Teachers also emphasized the role of collaboration with colleagues and families, as well as the impact of classroom layout and school infrastructure on their ability to support SEN students effectively. These narratives humanized the complexities of inclusive education within the cultural and institutional context of Chinese primary schools. The study highlights that inclusive education is a shared responsibility that extends beyond individual teachers, requiring systemic support, well-designed learning environments, and strong home-school partnerships. Teachers demonstrated resilience, empathy, and adaptability in navigating the demands of inclusive classrooms, often finding creative solutions despite structural limitations. The results underscore the need for comprehensive professional development, investment in inclusive infrastructure, and unified school-wide strategies to enhance support for SEN students. This research provides valuable insights for policymakers, school leaders, and educators in designing culturally responsive and sustainable approaches to inclusive education in China and similar contexts.