中国は，2008年に国連「障害者権利条約」を批准し，インクルーシブ教育の実現に向けた教育形態として随班就読を導入している。随班就読の展開により，障害のある児童生徒の就学問題に新たな変化がみられるはずであるが，その実態に関する継続的な分析は十分とはいえない。そこで，本研究は随伴就読の導入経緯と実施状況に関する動向を分析することにより，その運用に関する今日的課題を明らかにすることを目的とした。その結果，随班就読の対象者は顕著な増加傾向を示していた。しかし，随伴就読の担当教員に関するデータは公表されておらず，その実態を早急に把握することも課題である。特殊学校教員における人数や特殊教育専攻者数は着実な増加傾向がみられるものの，随班就読の担当教員の専門性の確立が求められている。また，随班就読の対象の拡大や基準の見直しも議論されており，さらなる教育環境の整備にも取り組まなければならないことを指摘した。

In 2008, China ratified the UN Convention on the Rights of Persons with Disabilities. In order to attain inclusive education, it has positioned Children Learning in Regular Classrooms (LRC) as part of the special needs education system. With the implementation of LRC, the educational problems of students with disabilities have been gradually improved. It is necessary to conduct research on how the system should be based on the actual situation of LRC. However, there is a paucity of literature that clarifies the implementation status of it. The purpose of this study is to understand the implementation status of LRC in special needs education, and to clarify the issues in the implementation of inclusive education. The results of the study showed that the number of students in special needs education who were involved in LRC was larger than the number of students enrolled in special needs schools and special support class. It was also found that the number of teachers in special needs schools and the number of teachers participating in teacher training have been increasing year by year, but the Ministry of Education of the China does not publish data on teachers who conduct LRC, hence it was impossible to determine the current status of it. There are some problems in implementing LRC , and this i s a question that should be considered.