Reforms and Challenges in the Era of Inclusive Education: The Case of China

Autor/inn/en	Deng, Meng; Poon-McBrayer, Kim Fong
Titel	Reforms and Challenges in the Era of Inclusive Education: The Case of China
Quelle	In: British Journal of Special Education, 39 (2012) 3, S.117-122 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2012.00551.x
Schlagwörter	Inclusion; Special Education; Teaching Methods; Foreign Countries; Special Needs Students; Educational Change; Classrooms; Mainstreaming; Student Placement; Regular and Special Education Relationship; Delivery Systems; Educational History; China + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sonderpädagogischer Förderbedarf; Bildungsreform; Classroom; Klassenraum; Schülerpraktikum; Auslieferung; History of education; Bildungsgeschichte
Abstract	This article, written by Meng Deng of Beijing Normal University and Kim Fong Poon-McBrayer of the Hong Kong Institute of Education, reviews and analyses the reform of special education in China, the challenges confronting Chinese special education provisions, and how the Chinese inclusive education model, namely "Learning in Regular Classrooms", has been shaped by the pragmatic needs aligning with the nation's economic and social developments. In an effort to provide wider school access, the current inclusive education model has become the form of educational placement that serves the majority of students with disabilities in China. The authors conclude that reforms in the last two decades have resulted in dramatic changes and progress in many facets of special education service delivery, school structure, administrative monitoring mechanism, and instructional practices. However, the current Chinese special education service structure is still shaky, with inadequate resources, personnel preparation and support at the local level. Fundamental changes to the examination-oriented mainstream education system are still needed, to enhance the quality of education for students with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10