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The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide 'more'; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China.

Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practices, focusing on the importance of parent efforts, are discussed.

This article presents research that was conducted at the Autism Institute, an organization serving children with autism and their families in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization, and teachers were seen as the most important part of the organization. Teachers received ongoing, systematic and specific on-the-job instruction. One of the most important features of this organization regarding teacher training was found to be the relationships between upper level staff, including instructional leaders, and newer classroom teachers. These relationships were positive and based on mutual understanding and respect, and this has impacted the nature and success of teacher training. Implications for practice are discussed.

Background  The purpose of this study was to examine the experiences with and meaning of employment in the lives of mothers of children with autism in China. Materials and Methods  This research used qualitative methods including open‐ended questionnaires and semi‐structured interviews with mothers of children with autism participating in an intervention program in Beijing. Results  Mothers find employment outside the home appealing, but they also see their role of mother as requiring being responsible and often making sacrifices. Conclusions  Mothers in this study make sacrifices in their own lives, including employment, in order to promote and provide intervention for their children with autism. These families had fewer services available to them than in many developed Western countries, and most services are at a cost to the parents. Considerations that Chinese mothers of children with autism make regarding their own employment situation are unique.