To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China

Abstract

Purpose This study aimed to explore the perspectives of students with special education needs (SEN) and of relevant stakeholders on how they make decisions when choosing educational placements. Design/Approach/Methods Eight students with SEN (four with intellectual disabilities and four with physical disabilities) who had transferred between special and regular education schools and their stakeholders, including parents, school principals, classroom teachers, and students without SEN, participated in the interviews. Findings Findings revealed that students with SEN were torn between the two forms of conflict placement. Different educational placements implied different educational methods and effects, and educational effects contributed to placement choices in return. Placement decisions largely relied on SEN students’ abilities, stakeholders’ attitudes, and school policies, with SEN students’ abilities being the most dominant factor, implying a model based on personal ability instead of rights and support. Originality/Value The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.