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 RegularClassrooms', 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.
Although China has a civilized history and distinguished Confucian tradition of valuing education, special education as an institution was not established until the 19th century, when Western culture began to influence China. The subsequent development of special education has been slow due to adverse political and economic conditions. After the 1980s, a modern system of special education from preschool to higher education was formed, and since then, China has been moving toward the goals of effective inclusive education in response to global trends and the open-reform policy. Through analyzing the characteristics of the development of special education and the composition of the modern special education system in China, the authors reveal the critical social and cultural variables that underlie the development of special education: economic conditions, the Confucian tradition, Western cultural influences, and prevailing Socialist ideology. These factors have contributed to bringing about changes in special education in China, from no special education to special education starting at birth, from minimal to large-scale special education, and from segregation to inclusion.
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