Mainstream teachers' perspectives and practices in inclusive classrooms (LRC) in Henan Province, China: a qualitative pilot study

This qualitative pilot study explored five teachers' perceptions and teaching experiences in Learning in Regular Classroom (LRC) contexts in Henan province in China. Through the lens of Bronfenbrenner's bioecological framework (PPCT model), the research examined teachers' interactions with students with disabilities and the multiple factors influencing inclusive teaching processes. In addition, adopting an exploratory focus, this research investigated the current state of educational technology support in LRC from teachers' perspectives. This research found that frequent, positive interactions among students with disabilities, teachers, parents, and peers were perceived as key contributors shaping students' learning efficiency in LRC settings. Other influences were also found to have indirect effects on LRC inclusiveness, including after-school tutoring and school-level support. At the same time, teachers reported several challenges, including less familiarity with LRC settings and practices, heavy workloads, and insufficient professional support, all of which constrained the implementation of inclusive education. This research further found that the use of educational technology to support students with disabilities has not yet been fully realized in LRC contexts. Based on these findings, the study proposes several recommendations, including more professional training for teachers, strengthened home–school partnerships, and greater societal understanding and acceptance of inclusive education to better support the integration of students with disabilities into inclusive classrooms.