Author(s)

Cui Zixuan ¹, Qu Yujing ¹

Affiliation(s)

¹ Chongqing Normal University, Chongqing, 401331, China

Corresponding Author

Cui Zixuan

ABSTRACT

Inclusive education constitutes a vital manifestation of educational equity, yet the placement of children with special needs in mainstream schools remains fraught with challenges. Employing grounded theory, this study analyzes 4,136 online public comments related to an incident at a primary school in Wuhan and constructs a multiple-dilemma model encompassing the absence of policy and systemic support at the macro level, stakeholder pressure and resource scarcity at the meso and micro levels, cognitive and attitudinal conflicts at the interactional level, and placement execution barriers at the outcome level. The findings indicate that capacity building for inclusive education requires strengthened top-level design, multi-tiered social support networks, improved professional support channels, and an inclusive campus culture, thereby facilitating the transition from formal placement to substantive integration.

KEYWORDS

Inclusive Education; Children with Special Needs; Educational Placement; Grounded Theory; Social Support

CITE THIS PAPER

Cui Zixuan, Qu Yujing. Multiple Dilemmas in the Placement of Children with Special Needs in Inclusive Education: A Grounded Theory Study Based on Online Public Comments. Curriculum and Teaching Methodology (2026). Vol. 9, No. 5, 19-26. DOI: http://dx.doi.org/10.23977/curtm.2026.090503.

REFERENCES

[1] Shi, Z.Y. (2008) The main connotations and social significance of educational equity. Journal of the Chinese Society of Education, 3, 1-6+27.
[2] Chen, X.M. (1999) The ideas and methods of grounded theory. Research and Experiment in Education, 4, 58-63+73.
[3] Zheng, X.M. and Li, Z.H. (2025) Identification and evaluation of perceived risks in urban air mobility: Based on online comment data. Journal of Safety and Environment, 25, 3143-3150.
[4] Tang, X.L. and Gong, W.F. (2021) Analysis of the image cognition of Maoshan as a famous southern mountain based on grounded theory. Journal of Nanjing Forestry University (Humanities and Social Sciences Edition), 21, 74-84.
[5] Chen, X.M. (2000) Qualitative research methods and social science research. Educational Science Publishing House, Beijing, 333.
[6] Zhu, S.S. (2025) Research on the generation mechanism of college students' sense of gain from ideological and political courses based on grounded theory. Heilongjiang Research on Higher Education, 43, 71-78.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education