Inclusive education specialists in China hold that,inclusive education,generally speaking,is to break the fence of the traditionally segregated special education,to integrate students with disabilities in regular schools and to enable them study and live together with students without disabilities (Lei,2001).However,it is not always the case.Even if some students with disabili ties have entered regular schools,their genuine participation in education is less likely to be ensured.In some cases,schools place a high value on the quantity rather than quality of inclusive education.Though some students with disabilities attend class,they just sit alone during the whole class period without any participation in the classroom activities or interaction with other classmates.Unfortunately,others are just remained at home in spite of their names on the list.Tang (as cited in Pang & Richey,2006) stated that,“researchers have pointed out that without close,professional supervision,students with disabilities could easily be neglected in general classrooms” (p.85).As is readily seen,students with disabilities under such cir cumstance will not get any benefit from inclusion though its starting point is to provide equal opportunities for them to partici pate in education.When it comes to the students with visual impairments,regular schools fail to meet their special needs since there are not enough special educators and facilities available.So if those students with visual impairments enter such a regular school,they will not get much benefit from inclusion;instead,they will lose opportunities to take genuine participation in education.Therefore,teachers still encounter several challenges relating to students with visual impairments’genuine participation in inclusive educa tion. Inclusive education specialists in China hold that, inclusive education, generally speaking, is to break the fence of the traditionally segregated special education, to integrate students with disabilities in regular schools and to enable them study and live together with students without disabilities (Lei, 2001 It is not always the case .Ever if some students with disabili ties have entered regular schools, their genuine participation in education is less likely to be stiff.In some cases, schools place a high value on the quantity rather than quality of inclusive education.Though some students with disabilities attend class, they just sit alone during the whole class period without any participation in the classroom activities or interaction with other classmates.Unfortunately, others are just remained at home in spite of their names on the list .Tang (as cited in Pang & Richey, 2006) stated that, “researchers have pointed out that without close, professional supervision, students with d isbility could be neglected in general classrooms ”(p.85) .As is seen, students with disabilities under such cir cumstance will not get any benefit from inclusion though its starting point is to provide equal opportunities for them to partici pate in education.When it comes to the students with visual impairments, regular schools fail to meet their special needs since there are not enough special educators and facilities available.So if those students with visual impairments enter such a regular school, they will not get much benefit from inclusion; instead, they will lose opportunities to take genuine participation in education.Therefore, teachers still encounter several challenges relating to students with visual impairments’genuine participation in education educa tion.