ABSTRACT
The major form of inclusive education in China is “Learning in Regular Class (LRC, https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/2_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>)”, that is children with disabilities learn in the mainstream school. The development of LRC in China began concurrently with the development of the modern school. It involved three developmental stages: spontaneity (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/3_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>), experiment (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/4_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>), and development (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/5_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>) and has become the major form of inclusive education for children with disabilities in China today. Compared with the several developmental stages of LRC, teacher education in mainland China also underwent a number of changes: free stage (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/6_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>), initial stage (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/7_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>), and “insert” stage (“https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/8_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>”https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/9_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>). Teacher education for inclusive education requires a new idea to promote the development of role specialization (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/10_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>) for teachers in inclusive education, professionalization (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/11_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>), and team integration (https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203113585/4a8200de-37ed-47b7-9413-f279d33e0164/content/12_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>).
