Abstract
The objectives of this study were to study the current management style of special education schools in China and Thailand, to study the differences in the management of special education schools between China and Thailand, to provide advice for the management of special education schools in two countries. The research used an interview to collect quality data from 30 managers who manage Chinese special education schools and Thai special education schools. Content analysis was used to analyze the data.
 
 Special education schools in China and Thailand have similar school culture management, similar administration management structure and function, similar teacher management and similar parents education management. However, there are some differences in the management of teaching instruction management, teaching material management, student management, and teaching equipment management. Compared to Chinese special education schools with Thai special education schools, the advantage of Chinese special education schools is that they can create specialized teaching material suitable for children with mental retardation. It is better to meet students’ actual needs, is more specialized and targeted, and meets the needs of students' development. The advantage of Thai special education schools is that they can provide pre-school education in all schools for children with special needs, provide critical early intervention in the early childhood of special children.
Highlights
1.1 Research BackgroundThe earliest Chinese special education schools traced back to the Xia, Shang and Zhou Dynasty
All managers of Thai special education schools (15/15) said that they focus on training students to become ethical people and knowledge people, paying attention to the development of students' potential, training students to master life skills and professional skills, making students become useful to the society, let students live a happy life
The research results found that all special education schools in China and Thailand had similar school culture management, both of them pay attention to the development of students, the moral education of students, the students' life skills
Summary
The earliest Chinese special education schools traced back to the Xia, Shang and Zhou Dynasty. After the Xia, Shang and Zhou Dynasties, the long feudal society made the development of special education extremely slow or even stagnant. The special education in the true sense of modern China began in the late Qing Dynasty and the early Ming Dynasty. This special education was first brought in by foreign churches. In 1985, to improve the enrollment rate of children with disabilities, many areas adopted the form of building special education classes in ordinary schools, which later evolved into the form of Learning in a Regular Classroom (LRC) (Deng and Zhu, 2007)
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