Expansion of Special Education and Promotion of Inclusive Education in China: Conflict or Cooperation? Stakeholders' Views

Autor/inn/en	Alduais, Ahmed; Deng, Meng
Titel	Expansion of Special Education and Promotion of Inclusive Education in China: Conflict or Cooperation? Stakeholders' Views
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 2, S.188-205 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alduais, Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12559
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Mainstreaming; Administrator Attitudes; Teacher Attitudes; Home Programs; Special Schools; China + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Special school; Sonderschule
Abstract	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). (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01