The Diffusion of Disability Rights Policy: A Focus on Special Education in South Korea

Yoo, Joan; Palley, Elizabeth

doi:10.1080/1034912x.2014.955790

Cited by 12 publications

(5 citation statements)

References 25 publications

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“…For instance, Smith (2014) mentioned that there is a further need to reform the prevention of inclusive education in Northern Ireland. This study and another one in South Korea emphasised the reliance on segregation towards inclusion Yoo and Palley (2014). Despite this, the concern raised is also found in other reported findings challenging the effectiveness of inclusive education compared to special education, namely segregation and exclusion (Dovigo, 2017).…”

Section: Discussionmentioning

confidence: 50%

The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents

Alduais

Deng

2023

International Journal of Chinese Education

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This study presents a comprehensive analysis of Inclusive Education in China, using a quadripartite system that synthesises the most recent policy documents concerning inclusion and segregation. The study addresses four research questions that focus on the status, merits and shortcomings of existing policies, implementation, and opportunities for improvement. The study adapts the European Agency for Special Needs and Inclusive Education (EASNIE) framework for assessing and ensuring quality inclusive education provision. Primary policy documents analysed include the National Plan 2010–2020, Compulsory Education Law of the People’s Republic of China 2010–2020, Law on the Protection of Persons with Disabilities, and Reports and documents from the China Disabled Persons’ Federation (CDPF). Tabulation and visualisation of data and findings are based on the Country Policy Review and Analysis, which includes 12 measures for assessment and implications, and the Prevent-Intervene-Compensate model provided by EASNIE. The study offers detailed findings and descriptions of inclusive education in China, highlighting both strengths and weaknesses, while providing implications and actions for improving the quality of inclusive education in the country. The study concludes that while China has unique forms of provision for inclusive education, there are still areas that require improvement to ensure better outcomes for all learners.

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Section: Discussionmentioning

confidence: 50%

The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents

Alduais

Deng

2023

International Journal of Chinese Education

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“…Finally is discrimination which could be, also, another factor, hindering the development of inclusive education. Yoo and Palley (2014) stated 'as in many cultures, there is a stigma associated with people with disabilities and this stigma often leads to discrimination ' (p. 362). The authors also discussed how the impact of western and UN laws have led to the development of the legislative laws of special education in South Korea.…”

Section: Factors Influencing the Development Of Inclusive Educationmentioning

confidence: 99%

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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“…More than one billion people in the world (15%) live with some form of disability related to physical, mental, intellectual or sensory impairments that impact full participation in society (World Health Organization, 2011 [1]). Among children aged 0 to 18 years, the number with a disability ranges from 93 million to 150 million according to different survey estimates (UNICEF, 2013 [2]).…”

Section: Introductionmentioning

confidence: 99%

“…Despite these international agreements about the educational rights of children with disabilities, their school participation remains low, particularly in low-income countries. The World Health Survey, one of the main sources of international data on disability rates, indicates that less than half of individuals with disabilities have completed primary school and many do not attend school at all in some countries (World Health Organization, 2011 [1]).…”

Section: Introductionmentioning

confidence: 99%

“…Having appropriately trained and supported teachers in special needs education is crucial for developing curriculum, implementing behavioural supports, providing opportunities to learn, and creating inclusive classroom environments. 1 The lack of teachers prepared in special needs education compromises the gains made in increasing access to school for children with disabilities.…”

Section: Introductionmentioning

confidence: 99%

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Who Needs Special Education Professional Development?

Cooc

2018

OECD Education Working Papers

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OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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The Diffusion of Disability Rights Policy: A Focus on Special Education in South Korea

Cited by 12 publications

References 25 publications

The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents

The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents

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

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