Reforms and challenges in the era of inclusive education: the case of China

Deng, Meng; Poon-McBrayer, Kim Fong

doi:10.1111/j.1467-8578.2012.00551.x

Cited by 71 publications

(43 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Or, it could be due to inefficient and ineffective prevention, provision, and treatment methods in the area of special education, resulting in high demand for special education provision. In this regard, prior research reported the need for further training for regular education teachers towards more inclusive education [18][19][20] (limitations of Learning in Regular Classrooms (LRC) [21][22][23][24]). Second, it is very interesting to see the number of total enrolment and graduates before and after the National Plan close to one another.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Alduais

Deng

2019

Education Sciences

Self Cite

View full text Add to dashboard Cite

The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design study at a 7-year interval including six variables of special education: number of schools, total enrolment, new enrolment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrolments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education—evidenced by an insignificant increase in total enrolment and graduates at the two compared intervals.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Alduais

Deng

2019

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…What these viewpoints do illustrate sharply, then, is that longstanding debate on school types, integration, independence, educators and access to learning continues within this group (for examples of the debates and issues, see e.g. Morgan, 1977;Hodgson, 1985a, b;Buultjens, 1986;Thomas & Jackson, 1986;Alan Dobbins & de la Mere, 1993;Stokes, 1993;Talbot & Farbey, 1997;Talbot, 2002;Pavey, Douglas, McLinden & McCall, 2003;Alghazo & Nagger Gaad, 2004;Rogers, 2007;Florian, 2008;Hess, 2010;Deng & Poon-McBrayer, 2012;Lee & Low, 2014).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

Baker¹,

Green²

2016

Research Studies in Music Education

View full text Add to dashboard Cite

This article discusses findings on schooling, pedagogy and notation in the life-experiences of amateur and professional visually-impaired musicians; and the professional experiences of sighted music teachers who work with visually-impaired learners. The study formed part of a broader UK Arts and Humanities Research Council funded project, officially entitled "Visually-impaired musicians' lives: Trajectories of musical practice, participation and learning" (Grant ref. AH/K003291/1), but which came to be known as "Visually-Impaired Musicians' Lives" (VIML) (see http://vimusicians.ioe.ac.uk). The project was led at the UCL Institute of Education, London, UK and supported by the Royal Academy of Music, London, and Royal National Institute of Blind People (RNIB) UK, starting in 2013 and concluding in 2015. It sourced "insider" perspectives from 219 adult blind and partially-sighted musicians, and 6 sighted music teachers, through life history interviews, in tandem with an international questionnaire, which collected quantitative and qualitative data. Through articulating a range of "insider" voices, this paper examines some issues, as construed by respondents, around educational equality and inclusion in music for visually-impaired children and adults in relation to three main areas: the provision of mainstream schooling versus special schools; pedagogy, including the preparedness of teachers to respond to the needs of visually-impaired learners; and the educational role of notation, focussing particularly on Braille as well as other print media. The investigation found multifaceted perspectives on the merits of visually-impaired children being educated in either mainstream or special educational contexts. These related to matters such as access to specific learning opportunities, a lack of understanding of visually-impaired musicians' learning processes at times (including accessible technologies and score media) in mainstream contexts, and concerns about the knowledge of music educators in relation to visual impairment. Regarding pedagogy, there were challenges raised, but also helpful areas for sighted music educators to consider, such as differentiation by sight condition and approach, and the 2 varying roles of gesture, language, light, and touch. There was a diversity of musical participation in visually-impaired adult learners, along with some surprising barriers as well as opportunities linked to different genres and musical contexts, particularly in relation to various print media, and sight reading. INTRODUCTION This article reports findings on schooling, pedagogy and notation from a broader UK Arts and Humanities Research Council funded study. The project was officially entitled "Visuallyimpaired musicians' lives: Trajectories of musical practice, participation and learning" (Grant ref. AH/K003291/1), but came to be known as "Visually-Impaired Musicians' Lives" (VIML) (see http://vimusicians.ioe.ac.uk). It was led at the UCL Institute of Education, London, UK, starting in 2013 and concluding in 2015. It had...

show abstract

“…These types of programmes would allow for the training of qualified inclusive education teachers. These programmes have not existed given that most of the current training programmes are short term and focus on the immediate needs of personnel (Deng and Poon-McBrayer 2012). In addition, the ITCQ factors and related items can serve as quality attributes of the professional standards and evaluation indicators for inclusive education training programmes.…”

Section: Discussionmentioning

confidence: 99%

“…Villa and Thousand 2000;Westwood 2001;Rose 2011). The most challenging issue confronting Chinese inclusive teachers is that they lack expertise on how to differentiate instruction and handle behavioural problems of students with SEN (Feng 2010;Deng and Poon-McBrayer 2012). The second factor contains three items, and measures if teachers are able to communicate and cooperate effectively with various stakeholders.…”

Section: Discussionmentioning

confidence: 99%

“…Its primary goal was to enhance school access to children with SEN who were previously denied education in any form. This is not fully consistent to the spirit of inclusive education that emphasises equitable and appropriate education for all (Deng and Poon-McBrayer 2012). In 2012, the Department of Education in Beijing published a regulation: the Action Plan for Implementing Inclusive Education in Elementary and Secondary Schools.…”

Section: Introductionmentioning

confidence: 94%

See 1 more Smart Citation

The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China

Deng

Wang

Wenjun

et al. 2016

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

The aim of this study was to develop and validate an instrument of inclusive teachers' competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers' competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers' competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education. ARTICLE HISTORY

show abstract

Reforms and challenges in the era of inclusive education: the case of China

Cited by 71 publications

References 11 publications

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians

The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China

Contact Info

Product

Resources

About