Preschool Inclusive Education Choices: Narrative and Thematic Analysis of Chinese Parents' Experiences

Abstract

Inclusive education in early childhood is a globally endorsed approach to ensuring children with disabilities learn alongside their peers. In China, inclusive education—historically implemented through the “Learning in Regular Classrooms” policy—has gained momentum in the preschool sector only in recent years. This study explores the understanding, motivations, and expectations of Chinese parents regarding preschool inclusive education, using a narrative qualitative approach. In-depth interviews were conducted with ten parents in Hohhot, China, whose children with special needs attended inclusive preschool programs. Narratives were coded and thematically analyzed to identify common patterns in parents’ experiences. Three overarching themes emerged: (1) Parental Conceptualizations of Inclusive Education – parents generally perceived inclusion as beneficial social and educational integration, though with varying levels of initial understanding; (2) Motivational Drivers – parents were motivated by hopes for social development, equal opportunities, and improved learning for their children, often coupled with a principled belief in equity; and (3) Expectations and Aspirations – parents expected inclusive preschools to provide professional support, peer acceptance, and meaningful progress for their children, while also voicing concerns about resources and teacher preparedness. The findings highlight parents’ strong support for the philosophy of inclusion and their simultaneous apprehensions about its practical implementation. This study contributes new insights into family perspectives in an under-researched cultural context. Implications are discussed for policymakers and educators to strengthen early childhood inclusive education in China, including enhancing teacher training, resource allocation, and family support. Recommendations are offered to align educational policy and practice with parents’ hopes and concerns, thereby advancing high-quality inclusive preschool education.