By adopting a comparative approach, this book investigates the philosophy, policy, practices, and challenges of inclusive education in the Chinese contexts, recognizing influences of Chinese culture, such as Confucianism, collectivism, and familism.
In the 1980s, the Chinese government promoted a policy named “Learning in Regular Classroom” to ensure educational rights for children with disabilities, which subsequently turned into an inclusive education program in the western sense. Starting from this point, the policy and practice of inclusive education have developed tremendously. To facilitate reflection and future development, this is the latest and most comprehensive attempt at understanding the status quo of inclusive education in China from a variety of perspectives: from early childhood to higher education, from family to schools and communities, from peers to teachers and parents. It also analyzed the unique Chinese philosophy of inclusive education, adding to current debates with a Chinese lens.
Author(s): Wangqian Fu
Publisher: Routledge
Year: 2022
Language: English
Pages: 236
City: London
Cover
Half Title
Title Page
Copyright Page
Contents
Figures
Tables
Acknowledgments
1. The concept of inclusive education in China
1.1 Inclusive education and LRC in China
1.1.1 Inclusive education
1.1.2 LRC
1.1.3 The relationship between LRC and inclusive education
1.2 The status quo of China's inclusive education development
1.2.1 The practical development of LRC in China
1.2.2 Development of China's inclusive education policy
1.2.2.1 Evolutionary stages of inclusive education
1.2.2.2 Inclusive education policy environment
1.2.2.3 Inclusive education value goals
1.2.2.4 Inclusive education management system
1.2.3 Comparison of the level of inclusive education between China and the West
1.2.3.1 Differences in the theoretical basis of inclusive education between China and the West
1.2.3.2 Comparison of Chinese and Western inclusive education practice
References
2. Chinese culture and inclusive education
2.1 The cultural soil of inclusive education
2.1.1 Civil rights movement
2.1.2 Postmodernism
2.1.3 Humanism
2.1.4 The trend of multicultural education
2.2 Chinese culture and inclusive education
2.2.1 Confucian "benevolence" culture
2.2.2 Elite education culture
2.2.3 Hierarchy and fatalism culture
2.2.4 Collectivist culture
2.2.5 Harmonious culture
References
3. Policy development of inclusive education in China since 1978
3.1 Historical review policy changes of inclusive education
3.1.1 1978-1986: Preliminary establishment of education system for the disabled
3.1.2 1987-2000: Promotion of educational placement in regular classes
3.1.3 2001-2009: Establishing the main position of inclusive education
3.1.4 2010-2019: Enhancing the quality of inclusive education by connotation
3.2 Policy effect of inclusive education in China
3.2.1 The scale of inclusive education expanded
3.2.2 Inclusive education teacher training system strengthened
3.2.3 Explore diverse inclusive education models in different areas
3.3 Challenges and prospective analysis of the Chinese inclusive policy
3.3.1 Challenges of inclusive education in China
3.3.2 Prospective analysis of the Chinese inclusive policy
References
4. Management system of inclusive education in China
4.1 Management system of inclusive education in Chinese
4.1.1 The management system of inclusive education at the national level
4.1.2 The management system of inclusive education at the provincial and municipal levels
Case
4.1.3 The management system of inclusive education in school districts
4.1.4 The management system of inclusive education in the society support
4.2 The management of educational resources of inclusive education
4.2.1 The management of general school
4.2.2 The management of special education
4.2.3 The management of teachers' education
4.2.4 The management of curriculums
4.2.5 The cooperation with families having children with disabilities
4.2.6 The management of peers' relationship
4.3 The characteristics of management system of inclusive education
4.3.1 The strengths of the management system
4.3.2 The challenges of the management system
References
5. The paradigm transformation of support for students with disabilities in inclusive education
5.1 Development and transformation of support paradigm in inclusive education in China
5.1.1 Transformation of the support paradigm under the field of social support theory
5.1.2 Development and transformation of the support paradigm
5.2 Improvement strategy of support paradigm for students with disabilities in inclusive education
5.2.1 International experience in supporting paradigm development
5.2.2 Suggestions to support paradigm improvement in China
5.3 Summary
References
6. Voices from teachers and parents to inclusive education
6.1 Introduction
6.1.1 Teachers' attitude on inclusive education
6.1.2 Parents' perceptions of inclusive education
6.2 Research design
6.2.1 Participants and procedure
6.2.2 Measurement
6.3 Results
6.3.1 Teachers' attitude to inclusive education
6.3.2 Parents' attitude to inclusive education
6.4 Discussion
6.4.1 Teachers' attitude of children with disabilities
6.4.2 Parents' attitude to inclusive education
6.5 Conclusions and practical implication
References
7. School management for inclusive education
7.1 Background
7.2 Importance of school management for inclusive education
7.2.1 For students
7.2.2 Contents of school management
7.2.3 Chinese current situation
7.3 Case study
7.3.1 The reason for selecting the school
7.3.2 How to implement in the case school
7.4 Discussion
7.4.1 Advantages
7.4.2 Disadvantages
7.5 Suggestions
7.5.1 The protection policy and system
7.5.2 The improvement of the management of people
7.5.3 The enhancement of instructions
References
8. Curriculum adaption for a student with intellectual disabilities learning in a regular school
8.1 Introduction
8.1.1 Students with intellectual disabilities learning in regular classroom
8.1.2 Curriculum adjustment in inclusive education
8.1.3 Study sheet as a useful attempt in Chinese reading classes
8.2 Research method
8.2.1 Research participant
8.2.2 Methods of collecting data
8.2.3 Research ethics
8.3 Result
8.3.1 Design of study sheet
8.3.1.1 Design of the preclass preview sheet
8.3.1.2 The design of the study sheet in class
8.3.1.3 The design of the consolidation sheet after class
8.3.2 Implementation of Chinese reading study sheet
8.3.2.1 Implementation of the preclass preview sheet
8.3.2.2 Implementation of the learning sheet in class
8.3.2.3 The implementation of consolidation orders after class
8.4 Discussion
8.4.1 The effect of learning single application
8.4.1.1 Adjust study sheets differently and conform to the cognitive rules of the student's study in regular class.
8.4.1.2 Effectively decompose the learning single knowledge module to make the knowledge more systematic
8.4.1.3 A reminder language is designed for the study sheet to reduce the difficulty of learning for students
8.4.2 The problems of study sheet
8.5 Practical implications
References
9. Some thoughts on the inclusive education in China
9.1 Based on what?: The unresolved question about philosophy of inclusive education in China
9.2 Running under what?: The vagueness appearing in policy and governing
9.2.1 The policy system is gradually improving
9.2.2 The coverage of policy is gradually increasing
9.2.3 The content depth of policy is slightly insufficient
9.2.4 Application object and field of policy need to be clarified
9.3 Looking for what?: The chase of high-quality inclusive education in China
9.3.1 There is a gap between education policy planning and practice
9.3.2 The quality evaluation system of local inclusive education still needs to be explored
9.3.3 The acceptance of inclusive education teachers is kind of limited in practical level
9.3.4 The professional level of inclusive teachers needs to be improved
9.4 Conclusion
References
Index
