Inclusive Education In China Research Articles

Research on the Policy Evolution of Inclusive Education from an International Comparative Perspective

In recent years, thanks to the vigorous promotion by UNESCO, inclusive education has rapidly developed and spread worldwide. Governments across various nations have responded and implemented this approach, successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education. This paper begins by exploring the concept and connotation of inclusive education. Through an international comparative perspective, it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom. Furthermore, it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.

Implementation of Inclusive Education Framework in Preservice Teacher Preparation Programs

The study was motivated by the global pursuit of educational equity and equality, and the unique challenges of implementing inclusive education in China, a country with a profound educational legacy and rapid modernization. The study aimed to address the research gap of evaluating the adaptability and effectiveness of the current teacher training framework within the Chinese context, offering guidance and references for educational reforms.The study aimed to evaluate the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs in China, and to answer seven research questions related to the profile, perception, and assessment of pre-service teachers.The study employed a descriptive quantitative research method and adopted a descriptive correlational research design. The study concluded that the pre-service teachers had a moderate level of knowledge, skills, attitudes, and beliefs about inclusive education, and that their training and preparation needed to be improved and tailored to the Chinese context. The study also recommended some innovative measures to enhance the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs.

Inclusive Education in China: Complications and Causes

Inclusive education is aimed at giving children with disabilities equality of opportunity in education. The Chinese government has released a host of regulations and action plans concerning inclusive education, defining its direction and setting forth the principle of respect for differences in its implementation. Nevertheless, there remain many challenges in inclusive education development. Among them is the low level of popularization of inclusive education in compulsory education. This article delineates the complications of the implementation of inclusive education in China and analyzes their causes with the intent of contributing to its high-quality development in this country.

The Study on the Dilemma of Teachers in Inclusive Education in China

In recent years, China has made significant strides towards building a more inclusive education system, aiming to ensure that every child, regardless of their physical or cognitive abilities, has access to quality education. This mission is not only driven by a commitment to human rights but also by the recognition that every individual has the potential to contribute meaningfully to society. Yet, while the intention is commendable, the road to achieving a truly inclusive educational landscape is fraught with challenges. One of the primary issues is the shortage of resources. Many educational institutions lack the necessary infrastructure and tools to cater to students with diverse needs. This inadequacy is compounded by a shortage of teachers trained in inclusive teaching methodologies, leading to a disconnect between student needs and instructional delivery. Additionally, the workload for educators, who are now expected to cater to a broader range of student needs without proportionate support, has seen a concerning increase. However, the research has shed light on promising solutions. Comprehensive teacher training programs focusing on special education methodologies can significantly bridge the knowledge gap. There is also a clarion call for enhanced school support, both in terms of infrastructure and personnel. Perhaps most crucially, public awareness campaigns can alter societal perspectives, fostering a more accepting and supportive environment for inclusive education. By meticulously implementing these strategies and continuously evaluating their efficacy, China stands on the brink of revolutionizing its education system, ensuring that no child is left behind.

Media representations of China's inclusive education: A corpus-assisted critical discourse analysis.

The Chinese government aspires for inclusive education to serve as an exemplary model in addressing educational inequity issues and establishing a responsible global image as a major power. Nevertheless, there has been limited focus on China's news media coverage concerning its inclusive education initiatives aimed at international audiences. To bridge this gap, this study employed a corpus-assisted critical discourse analytic approach to examine China's self-image in relation to its inclusive education endeavours. Seventy-three English-language news articles from the official channel were retrieved for meticulous line-by-line concordance analysis. The results indicate that out of the 520 co-occurring instances, they can be broadly categorised into four groups: efforts to develop inclusive education (65.4%); consensus on benefits of inclusive education (24.5%); challenges faced by inclusive education (4.8%); and others (5.4%). This study illuminates the effective utilisation of official media in the image construction of inclusive education in China.

Analysis of Issues Related to the Development of Special Education

Analysis of Issues Related to the Development of Special Education

An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China

Enhancing professional competence of inclusive education teachers is a crucial measure to promote the development of inclusive education. The Inclusive Pedagogical Approach in Action is an evidence-based framework that has demonstrated effectiveness in various countries, providing comprehensive, practical, and specific advantages for enhancing the professional competence of inclusive education teachers. In this study, the formation backgrounds, theoretical connotations, and practical applications of this framework was systematically analyzed to gain insights into enhancing the professional competence of inclusive education teachers in China. The findings suggested that inclusive education teachers should develop evidence-based thinking, respect students’ diversity, uphold their inclusive education beliefs, foster multi-stakeholder collaboration, and tailor solutions to the local contexts. Implementing these measures is expected to promote the high-quality development of inclusive education in China.

Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.

Analysis of Inclusive Education Perception among In-Service Early Childhood Teachers Using Inclusive Indicators

This article presents an analysis of inclusive education perceptions among in-service kindergarten teachers, contextualized within the context of inclusive education in China. In the 1980s, the Ministry of Education in China initiated the ‘Learning in Regular Classrooms’ campaign, advocating for the integration of special needs children into mainstream classrooms — an instrumental stride toward inclusive education. With the growing emphasis on inclusivity, the preschool education in China has progressively moving forward to embrace this paradigm. In this study, a survey was conducted with 30 in-service early childhood teachers in China, seeking to comprehensively assess their perceptions towards inclusive indicators within the broader framework of inclusive education. Through a meticulous analysis of the inclusive education indicators exhibited by 30 in-service kindergarten teachers, the research utilizes Booth's questionnaire as a validated instrument to gauge the nuanced facets of inclusive education implementation. The findings illuminate diverse performances among in-service kindergarten teachers, unravelling variations across three pivotal dimensions of inclusive education.

The Need to Develop Inclusive Education in China: a Literature Review

Purpose: The discourse around inclusive education has garnered significant attention within the global education industry. The educational landscape for children with disabilities has undergone a transformation, transitioning from the practise of segregating them in inclusive education to embracing their inclusion within general education schools and classrooms .By reviewing the development of inclusive education as well as the development of China's education system and inclusive education, this study finds the problems of inclusive education in China and the necessity of developing inclusive education in China. Theoretical framework: Inclusive education is designed in a number of areas such as the improvement of the educational system, educational management, teacher performance, and teacher identity. Therefore, this study will also be related to human capital theory, identity theory, and SLR theory. Design/Methodology/Approach: The research methodology was divided into three stages.The first step was to collect and review existing literature and studies. Secondly. The literature was categorised and reviewed separately. The third step is to analyse and draw conclusions. This stage includes a detailed description of the research questions and the conclusions drawn. Findings: Inclusive education is a global concern, as it is in China. Although China's education system has made significant progress in recent decades, the development of inclusive education remains imperfect, and the Chinese government still needs to formulate policies to promote inclusive education. Research, practical & social implications: This study focuses entirely on analyzing the development of inclusive education in China while filling a gap in the systematic review of inclusive education in China. As China's education system continues to improve, it is crucial to study the development of inclusive education in China. Addressing this issue will help China build a more complete education system. Originality/Value: The results of this study are expected to serve as a reference for Chinese scholars studying inclusive education. In response to the results of this paper, the follow-up effects include further research based on this. In particular, the issue of educational management of inclusive education is also an area where this study may have an impact. This study is also expected to become formalised discussion material for the field of university, and in particular, educational management research.

Tracing textual silences and ideological tensions in adopted inclusive education legislation in China

A substantial body of literature exists on inclusive education practices in large countries like China, ranging from the introduction of laws and regulations to cross-country comparisons of the implementation of policies. Yet, little is known about the potential role that legal documents play in shaping ideological assumptions and actions among stakeholders, including parents. The authors used critical discourse analysis (van Dijk, 1993) as an analytic guide for exploring explicated and implied meanings within both legal texts associated with China's “learning in the regular classroom” (LRC) model as well as reported data from parents of children diagnosed with autism spectrum disorder (ASD) about their experiences advocating for inclusive education in China through interpretative phenomenological analysis (Eatough & Smith, 2017). By examining the connections between discursive practice and social structures embedded in an institutional use of legal discourse and delving into the unique experiences of parents as insiders, the authors discovered not only that textual silence exists in LRC model legal texts regarding obligation, text precision, and dispute resolution but that it also influenced parents of children with ASD as they navigated and advocated for their children under the LRC model. This study is an extension of an earlier investigation of parental perspectives (Zhang, Qian & Singer, 2022). By revealing the typically obscured assumptions and implications of educational policies, our study demonstrates the potential significance and benefits of conducting similar research in different national contexts.

A Review of Research Related to Pre-service Teachers' Attitudes toward Inclusive Education in China

A Review of Research Related to Pre-service Teachers' Attitudes toward Inclusive Education in China

The impact of funding, teachers, and parental acceptance on inclusive education: the case of China

Inclusive education is an educational system that can meet the needs of all students, including those with special needs. It has received much attention in recent years in countries around the world. This study analyzes the current situation of inclusive education in China from the perspectives of investment in education， inclusive education teachers, and parental acceptance. The study will also propose specific measures for expanding financial support, improving teacher qualifications, and changing the acceptance of parents to address the problems of inclusive education.

The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents

This study presents a comprehensive analysis of Inclusive Education in China, using a quadripartite system that synthesises the most recent policy documents concerning inclusion and segregation. The study addresses four research questions that focus on the status, merits and shortcomings of existing policies, implementation, and opportunities for improvement. The study adapts the European Agency for Special Needs and Inclusive Education (EASNIE) framework for assessing and ensuring quality inclusive education provision. Primary policy documents analysed include the National Plan 2010–2020, Compulsory Education Law of the People’s Republic of China 2010–2020, Law on the Protection of Persons with Disabilities, and Reports and documents from the China Disabled Persons’ Federation (CDPF). Tabulation and visualisation of data and findings are based on the Country Policy Review and Analysis, which includes 12 measures for assessment and implications, and the Prevent-Intervene-Compensate model provided by EASNIE. The study offers detailed findings and descriptions of inclusive education in China, highlighting both strengths and weaknesses, while providing implications and actions for improving the quality of inclusive education in the country. The study concludes that while China has unique forms of provision for inclusive education, there are still areas that require improvement to ensure better outcomes for all learners.

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

The disability resource centers (DRCs) of world-class universities play a central role in achieving the goal of promoting inclusion and equity in higher education. To provide a reference for the development of inclusive education in China’s double first-class universities, the DRCs of the top 10 universities were selected as typical cases to analyze their experiences and dilemmas. Regarding service mechanisms, DRCs aimed to ensure equitable access so that students with disabilities (SWD) could fully and holistically participate in universities, thereby improving inclusion on campus. In addition, DRCs established official websites as a service platform and developed clear service procedures and grievances to ensure the quality of service. Regarding service content, DRCs emphasized enhancing the disability awareness of campus members and provided support and services for SWD in their study, life, and employment to ensure that SWD could receive high-quality higher education. However, DRCs also suffered from dilemmas of low service application rates, flawed service mechanisms, and controversial service quality. Accordingly, suggestions and implications are proposed to improve inclusion and equity in China’s double first-class universities, including establishing a collaborative disability service system with DRCs as the core, optimizing the service mechanism, and providing personalized and diversified support service content.

Primary School Students’ Perceptions of Class Environment and Their Attitudes towards Inclusive Education in China

ABSTRACT This study mainly investigates the relationship between class environment and attitudes towards inclusive education (IE) in China, with consideration of the impact of relevant background factors including grade, experiences of disability, academic level, area (rural vs. urban), family socio-economic status (SES), being a student leader and gender. A sample of primary school students (N = 1158) was recruited to complete a questionnaire with four scales to respectively measure students’ perceptions of attitude towards inclusive education, their class environments, academic achievement level, and family SES, with a set of single-measure questions regarding other background variables. Results revealed that students who perceived class environments with better student-student relationships, better teacher-student relationships, and better discipline and order had more positive attitudes towards IE. The association between the other two class environment variables (competition and learning burden) and attitude towards IE were not significant. Students who self-reported as having disabilities held more positive attitudes towards IE than their peers. Among the background factors examined in this study, only the effect of gender on students’ attitudes towards IE is significant. Last, this study also made discussion on constructing inclusive classrooms or communities for China.

Experiences of Chinese Parents of Children with Autism Spectrum Disorder Advocating for Inclusive Education

"The purpose of this study is to gain an understanding of Chinese parents’ experiences advocating for their children with autism spectrum disorder to be educated in a regular classroom setting. Sixteen parents of children with ASD in China were interviewed to understand their experiences with the ‘learning in the regular classroom policy’(LRC)and its implementation. Our findings revealed three themes: (a) guanxi (social capital) is critical for parental advocacy, (b) Parents’ commentary on educational rights features a self-deprecating tone, and (c) parents indicate they accept and even agree with the stigma attached to children with ASD. The interpretive phenomenological analysis approach is used to gain insight into the policy implementation of inclusive education in China from the perspective of parents. This study demonstrates the toll that social stigma takes on parents when they interact with the Chinese school system within the context of LRC."

Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views

A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this study was to uncover the experiences and views of Chinese stakeholders regarding the possible conflict between expansion of special education (i.e., segregation, exclusion) and promotion of inclusive education (i.e., inclusion, mainstreaming). We conducted in‐depth interviews with nine academics, administrators, and practitioners to better understand the possible impact of inclusive education on regular education. The main finding is that special education can be provided in four forms which the participants argued is an advantage to meet the needs of all learners. They argued that giving home education for learners with high severity, attending special education schools and mainstreaming schools are rehabilitation methods to prepare learners for full integration should they prove successful. The study contributes to a broader understanding of how special education is provided in China and its potential effects on regular education (e.g., challenges in teacher preparation, lack of resources).

A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China.

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.

Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience

ABSTRACT Recent decades have witnessed the development of inclusive education in China. Yet, the national program of ‘Learning in Regular Classroom’ – a form of inclusive education with Chinese characteristics – has been criticised for lacking sufficient system support. Under these circumstances, parents play a key role in support for their children with disabilities in regular schools in China. This study investigates the relationship between inclusive school quality and the well-being of parents of children with disabilities and the mediating effect of resilience on such a relationship. A sample of 310 Chinese parents of children with disabilities completed the Perception of Inclusive School Quality Scale, the Diener Well-being Scale, and the Davidson Resilience Inventory in the study. The results indicated that parents’ perceptions of inclusive school quality had a positive relationship with their subjective well-being, and resilience showed a partial mediating effect on that relationship. Implications are discussed.