In the evolving landscape of Chinese education, the 'Learning in Regular Classroom' (LRC) framework has evolved into a cornerstone of inclusive practices, specifically tailored to provide support for students with identified disabilities (Xu et al., 2017). In 1988, the National People’s Congress (NPC) of China initiated discussions on integrating students with special needs into mainstream schools, marking the genesis of inclusive education in China (McCabe, 2003; Zhang & Miao, 2022). Since then, China has witnessed the emergence of a few nationwide legal instruments related to public education for students with disabilities under the Learning in Regular Classroom (LRC) model. These encompass two laws overseen by the NPC standing committee, one statute from the State Council, and two normative documents from the Ministry of Education. While these laws mandate free education for students with disabilities and obligate schools to provide opportunities, none were specifically designed for the LRC model, which synthesizes these legislative actions (Zhang & Arya, 2023). It is evident that the LRC model, prevailing for decades, serves as a proposed solution for implementing compulsory education for children with disabilities, forming the core model for inclusive education in China. However, a comprehensive exploration is essential to understand stakeholders' perspectives, particularly those of parents with children with disabilities.

To address this need, the current study was conducted to identify the factors influencing the decision-making process of parents when faced with the choice between regular and special schools, with a specific focus on the prevailing legal framework underpinning the LRC model. Furthermore, a crucial aspect of the investigation involved assessing the extent to which parents, acknowledged as central figures in the educational process, are granted recognition as equitable partners in pivotal decision-making processes, especially concerning the educational journey of their children with disabilities.

Parents who participated in this mixed method study reported that school principals play a decisive role as decision-makers in determining whether their children could gain admission to regular schools. When enrolling their children with disabilities in mainstream schools, parents' comments emphasized their recognition that, in contrast to regulatory frameworks, the ultimate determination of whether their children can attend these schools lies with the approval of the school principal. Despite the legal mandates of the 'Learning in Regular Classroom' (LRC) model and nine-year compulsory education, which prohibit schools from rejecting children based on their special needs, parents highlighted that schools could still find justifiable grounds to suspend their children if perceived as burdensome. According to parental perspectives, inclusive education appeared to be viewed by school principals more as a personal favor or act of kindness than a legally binding obligation for public schools.

The study also unveiled that, when confronted with the absence of a formal mechanism to address conflicts related to inclusive education, parents experienced vulnerability when their children with disabilities faced rejection or encountered unfair treatment in school. Confronted with this void, parents turned to informal avenues, including transferring their children to another school or committing additional financial or psychological resources, in a bid to ensure an uninterrupted educational journey for their children with disabilities.

Moving beyond individual choices, the research found that the broader challenges facing the implementation of inclusive education in China. These challenges encompass limited teacher training, insufficient resources, attitudinal barriers, and infrastructural limitations. Attitudinal barriers among teachers, students, and parents can hinder the successful implementation of inclusive education. Negative attitudes or stereotypes about students with disabilities may lead to exclusion rather than inclusion (Zhao et al., 2022). Empowering parents with knowledge emerge as a requirement, necessitating comprehensive initiatives to bridge the awareness gap around inclusive education principles (Zhang & Chen, 2021).

This study employs a sequential mixed-methods approach, commencing with a quantitative research phase, followed by qualitative inquiry, to comprehensively investigate the intricate landscape of parental choices in the Chinese educational setting. The initial quantitative phase involved administering a structured survey to a diverse sample of parents across various regions in China. The survey aimed to quantify the prevalence of specific factors influencing school choices, assess overall parental knowledge about inclusive education, and gauge trust in schools and teachers. Building upon the quantitative findings, the subsequent qualitative phase featured in-depth interviews with parents or caregivers whose children are enrolled in either regular or special schools. These interviews delved into the factors influencing their decisions, perceptions of inclusive education, and experiences with the existing legal framework. The qualitative data revealed a pervasive lack of trust in the inclusive model, concerns about schools' capability, and frustration with the inadequacy of legal enforcement. The combination of quantitative and qualitative data allowed for a comprehensive understanding of the factors shaping parental decisions in the Chinese educational context. The survey results confirmed the prevalence of trust deficits, concerns about schools' capability, and the perceived need for enhanced legal enforceability. Furthermore, statistical analysis provided a broader perspective on the prevalent factors identified through the qualitative phase, offering a more nuanced insight into the complexities of parental decision-making in the realm of Chinese education.

The findings of this research shed light on the multifaceted nature of parental choices in the Chinese educational landscape, revealing intricate dynamics influenced by legal frameworks, parental trust, and perceptions of inclusive education. The qualitative phase unravels rich narratives, capturing the lived experiences of parents navigating the complexities of school choices. Concurrently, the quantitative survey provides a quantitative lens, offering statistical insights into the prevalence and impact of specific factors. As the research unfolds, it becomes increasingly evident that fostering parental trust and knowledge emerges as a linchpin for successful inclusive education implementation. The study advocates for a recalibration of the existing legal framework, recognizing parents as integral partners in the educational journey and empowering them with the knowledge needed to make informed choices aligned with their children's unique needs. Ultimately, these insights contribute to a more nuanced understanding of parental choices, laying a foundation for policy recommendations aimed at enhancing inclusive education practices in China.

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