Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: a dual system perspective

Li, Huan; Li, Xiangyu

doi:10.1080/13603116.2020.1821796

Cited by 16 publications

(12 citation statements)

References 35 publications

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“…These findings complement previous research reporting the expansion of special education schools and their potential impact on the promotion of inclusive education (Alduais, 2020; Alduais and Deng, 2019; Alduais et al., 2019). This is also consistent with recent research that has reported similar concerns about the parallel system of special education and the emergence of other barriers when running inclusion, mainstreaming, segregation and exclusion (Li and Li, 2020; Xie, Deng, and Ma, 2021; Xie, Deng, and Zhu, 2021; Xu and Cooper, 2020; Zhang, Liu and Lin, 2019).…”

Section: Discussionsupporting

confidence: 92%

Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views

Alduais

Deng

2022

Research in Spec Educ Needs

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A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this study was to uncover the experiences and views of Chinese stakeholders regarding the possible conflict between expansion of special education (i.e., segregation, exclusion) and promotion of inclusive education (i.e., inclusion, mainstreaming). We conducted in‐depth interviews with nine academics, administrators, and practitioners to better understand the possible impact of inclusive education on regular education. The main finding is that special education can be provided in four forms which the participants argued is an advantage to meet the needs of all learners. They argued that giving home education for learners with high severity, attending special education schools and mainstreaming schools are rehabilitation methods to prepare learners for full integration should they prove successful. The study contributes to a broader understanding of how special education is provided in China and its potential effects on regular education (e.g., challenges in teacher preparation, lack of resources).

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Section: Discussionsupporting

confidence: 92%

Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views

Alduais

Deng

2022

Research in Spec Educ Needs

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“…However, while the above findings differ from previous studies reporting such gaps (Alduais, 2020; Alduais & Deng, 2019; Alduais et al, 2019), they are consistent with other recent studies that have identified several shortcomings in the provision of special education in China (Cheng, 2021; Jia & Santi, 2021; Li & Li, 2020; Xie, Deng, & Ma, 2021; Xie, Deng, & Zhu, 2021; Xu & Cooper, 2020; Zhang et al, 2019).…”

Section: Discussionsupporting

confidence: 83%

“…Fourth, the enrolment procedures across the country are standardized and parents have the right to select the form of provision provided that the conditions are met, and this all falls within the parameters of the zero-rejection policy that no school or individual is permitted to breach. However, while the above findings differ from previous studies reporting such gaps (Alduais, 2020;, they are consistent with other recent studies that have identified several shortcomings in the provision of special education in China (Cheng, 2021;Jia & Santi, 2021;Li & Li, 2020;Xie, Deng, & Ma, 2021;Xie, Deng, & Zhu, 2021;Xu & Cooper, 2020;Zhang et al, 2019).…”

Section: Discussionsupporting

confidence: 81%

Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms

Alduais

Deng

2022

International Journal of Chinese Education

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A zero-rejection policy was adopted by the Chinese government to ensure that educational services are accessible to learners with a range of different needs. This included multiple provision mechanisms to ensure equal learning opportunities and a sense of belonging. This study highlights the existing gaps between males and females, basic and primary schools versus high and vocational schools, as well as urban and rural areas. Interviews with nine Chinese stakeholders provided insightful perspectives as attributions for such observed gaps. Several factors can explain the gender difference, including social (parents prefer to keep girls at home), biological (men are more vulnerable to disabilities), and demographic (males outnumber females). The disparity between rural and urban areas is caused by the movement of workers towards industrialized areas in search of work and thereby increasing the number of learners, requiring additional educational facilities. There are many rural areas that are scattered over a large distance which makes it difficult to open schools in all places. The enrolment is likely to be higher in primary and middle schools due to free compulsory education since parents tend to have difficulties managing tuition fees and living expenses for younger children attending high or vocational schools.

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“…A researcher with extensive qualitative research experience was invited to assist in the design of the study. (iii) Interrater agreement (Li & Li, 2020).…”

Section: Trustworthinessmentioning

confidence: 99%

What Are the Regional Challenges for Inclusive Distance Education During COVID-19 Pandemic in Turkey? A Qualitative Analysis

2022

PERR

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Inclusive education Challenges Access to education Distance educationInclusive education has come to the agenda again due to the COVID-19 pandemic. However, research on rural-urban inequality in inclusive education during COVID-19 pandemic is limited. This study aims to reveal the regional challenges for inclusive distance education during COVID-19 pandemic in Turkey. We adopted qualitative research design and a case study model. We chose two different study group among undergraduate students both living in disadvantaged rural areas and living in socioeconomically advantageous cities. The participants were 38 undergraduate students. This qualitative study was performed in 2021-2022 academic year. The results revealed that there were notable differences between the two groups' views on the inclusiveness and effectiveness of distance education. The first group reported the challenges stemmed from disadvantaged economic conditions. The second group reported the problems such as lack of motivation, stress, mental fatigue, and trouble focusing. Distance education is seen non-inclusive and ineffective by the first group. The second group evaluates distance education as inclusive and sufficient. The participants also made suggestions to increase inclusiveness of distance education.

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Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: a dual system perspective

Cited by 16 publications

References 35 publications

Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views

Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views

Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms

What Are the Regional Challenges for Inclusive Distance Education During COVID-19 Pandemic in Turkey? A Qualitative Analysis

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