This study explores the development of practice-oriented curricula to address the challenges of inclusive education, with a focus on China’s classrooms. It highlights the preservice stage as a critical period for cultivating teachers’ practical competencies, identifying traditional theory-based instruction as insufficient in equipping candidates to manage the complexities of inclusive classrooms. The curriculum proposed emphasizes the acquisition of practical skills, structured into four core modules: foundational knowledge, understanding the needs of special students, classroom management strategies, and professional collaboration. Contextualized experiences—such as internships, observations, and simulated teaching—are integrated into a progressive learning framework. Formative evaluation methods, including portfolios and critical event analyses, are utilized to ensure continuous competency development. This approach bridges the gap between theoretical instruction and practical application, fostering pre-service teachers’ readiness to deliver equitable and high-quality education in authentic inclusive environments.

Inclusive education;Practice-Oriented curricula;Pre-service teacher training;Differentiated instruction

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Supported by General Research Program in Philosophy and Social Sciences for Jiangsu Higher Education Institutions: "Project Title:Exploring Theoretical Models and Innovative Practices in Inclusive Education Competence for Pre-service Teachers"(Project Number:2021SJA1422).

DOI： https://doi.org/10.62639/sspjiess04.20250203

Published： 2025