Special Education in China SUSAN FAHEY & MARIO MARTINEZ.

Special Education in Special Education in ChinaChina

SUSAN FAHEY SUSAN FAHEY

& &

MARIO MARTINEZMARIO MARTINEZ

SPECIAL EDUCATIONSPECIAL EDUCATION China has 1,540 schools for special education, with China has 1,540 schools for special education, with

375,000 students 375,000 students – More than 1,000 vocational training institutes for disabled More than 1,000 vocational training institutes for disabled

people, people, – nearly 3,000 standard vocational training and education nearly 3,000 standard vocational training and education

institutes that also admit disabled peopleinstitutes that also admit disabled people– More than 1,700 training organizations for rehabilitating More than 1,700 training organizations for rehabilitating

hearing-impaired childrenhearing-impaired children– Over 100,000 trained and in-training children. Over 100,000 trained and in-training children. – In 2004, 4,112 disabled students entered ordinary schools In 2004, 4,112 disabled students entered ordinary schools

of higher learning. of higher learning. – Of disabled children receiving special education, 63.6 Of disabled children receiving special education, 63.6

percent of total recruitment numbers and 66.2 percent of percent of total recruitment numbers and 66.2 percent of enrollment were in ordinary schools or special classes enrollment were in ordinary schools or special classes thereof. thereof.

Special EducationSpecial Education•These children have the right to These children have the right to receive systematic school receive systematic school educationeducation•The number and scale of China’s The number and scale of China’s existing special education schools existing special education schools cannot satisfy enrollment cannot satisfy enrollment requirementsrequirements•State’s financial and material State’s financial and material resources do not permit building resources do not permit building special education schools.special education schools.•Regular schools must begin to Regular schools must begin to enroll children with disabilities in enroll children with disabilities in regular classes otherwise these regular classes otherwise these children will not receive an children will not receive an education.education.

Milestones and LawsMilestones and Laws

Confucian text Liji ( Book of Confucian text Liji ( Book of Rites)Rites)

– People should respect each People should respect each others’ parents, and treat others’ parents, and treat others’ children like their others’ children like their own… handicapped and sick own… handicapped and sick should also be supported (Pang should also be supported (Pang & Richey, 2006).& Richey, 2006).

1919thth Century Century– U.S. and European missionaries U.S. and European missionaries

help establish special schoolshelp establish special schools


1912 1912 – First school established by Chinese to First school established by Chinese to

help special needs students. help special needs students. – Zhang Jian established a training school Zhang Jian established a training school

for teachers of the blind and deaffor teachers of the blind and deaf– special school for blind and deaf studentsspecial school for blind and deaf students

Trained students to help themselves by Trained students to help themselves by placing priority on vocational education, placing priority on vocational education, teaching general knowledge and focusing on teaching general knowledge and focusing on Chinese traditions of self-respect and Chinese traditions of self-respect and independence.independence.


1949-People’s Republic of China1949-People’s Republic of China– Government placed importance on Government placed importance on

education of children with special needs.education of children with special needs.– State instituted a series of laws and State instituted a series of laws and

regulations to safeguard the rights to regulations to safeguard the rights to education of the disabled and begin education of the disabled and begin reform process.reform process.

1970’s1970’s– Special schools for children with special Special schools for children with special

needs began to be established (separate needs began to be established (separate from regular education schools)from regular education schools)


19851985– National Conference on EducationNational Conference on Education

Recognizes the importance of special education Recognizes the importance of special education and needs of special education children.and needs of special education children.

19861986– Compulsory Education LawCompulsory Education Law

Mandates the teaching of special needs Mandates the teaching of special needs students.students.

Mandates local governments to set up special Mandates local governments to set up special schools or classes for special needs students.schools or classes for special needs students.


1987-19881987-1988– Learning in the Regular Classroom (LRC) Learning in the Regular Classroom (LRC)

beginsbegins Children with disabilities integrated into Children with disabilities integrated into

general education classes.general education classes. A necessity for special needs children who do A necessity for special needs children who do

not live in areas where special schools are not live in areas where special schools are present or where families cannot afford these present or where families cannot afford these special schools.special schools.

– First Internal Work Conference on Special First Internal Work Conference on Special EducationEducation Calls for special classes attached to regular Calls for special classes attached to regular

schools.schools.

Solution and Current StatusSolution and Current Status

Learning in the Regular Classroom (LRC)- Learning in the Regular Classroom (LRC)- Inclusive EducationInclusive Education

Begins in 1987Begins in 1987 Has more than 8 million school-age Has more than 8 million school-age

children with disabilities.children with disabilities. To change special education from a single To change special education from a single

and unitary form of schooling involving and unitary form of schooling involving special education schools to a diversified special education schools to a diversified form that consists primarily of LRC and form that consists primarily of LRC and special education classes backed up by special education classes backed up by special education schools.special education schools.

Current StatusCurrent Status

LRCLRC– Provides children and Provides children and

adolescents with disabilities adolescents with disabilities with more opportunities to go with more opportunities to go to school.to school.

– Greatly accelerates the Greatly accelerates the development of compulsory development of compulsory education.education.

LRC Implementation and LRC Implementation and Promotion MethodsPromotion Methods

1.1. Include all children and adolescents Include all children and adolescents with special needs who can adapt with special needs who can adapt to studies and life at ordinary to studies and life at ordinary schools.schools.

2.2. Enrollment in nearby schools. Enrollment in nearby schools. • Age of LRC enrollment the same as for Age of LRC enrollment the same as for

ordinary children. ordinary children. • Age limits (for school attendance) Age limits (for school attendance)

extended for special circumstances extended for special circumstances


3.3. Teaching materials and teaching Teaching materials and teaching strategiesstrategies

• Same materials used for special education Same materials used for special education students as general population-adjusted to students as general population-adjusted to the special education student needsthe special education student needs

• Teachers modify their lessons/individualize Teachers modify their lessons/individualize teaching based on:teaching based on: Children’s aptitudeChildren’s aptitude Individualized Education Plans Individualized Education Plans Collective teaching with increased individual Collective teaching with increased individual

tutoring for LRC students.tutoring for LRC students. Resource Room TeachersResource Room Teachers


4.4. Teacher qualifications and professional Teacher qualifications and professional requirements:requirements:

• Have basic knowledge in and basic skills in Have basic knowledge in and basic skills in special education.special education.

• Must understand basic principles of LRC Must understand basic principles of LRC education.education.

• Resource Room Teachers Resource Room Teachers Specialized training in special educationSpecialized training in special education Main task is to help students with disabilities Main task is to help students with disabilities

conduct remedial studies, guide students in conduct remedial studies, guide students in using of auxiliary appliances, conduct using of auxiliary appliances, conduct rehabilitative training and cultivate social rehabilitative training and cultivate social adaptation abilities.adaptation abilities.

Assist LRC teacher in developing and Assist LRC teacher in developing and evaluating IEP.evaluating IEP.

NeedsNeeds

Training of teachers in special Training of teachers in special education and differentiating education and differentiating instruction strategies for teachers instruction strategies for teachers teaching special education students in teaching special education students in LRC.LRC.

Smaller class sizes:Smaller class sizes:– In key secondary and elementary schools In key secondary and elementary schools

in some cities, there are on average about in some cities, there are on average about 50 students and sometimes 60-75 50 students and sometimes 60-75 students. With 2 students with disabilities students. With 2 students with disabilities in the classroom, teachers may not be able in the classroom, teachers may not be able to meet the needs of LRC students.to meet the needs of LRC students.

NeedsNeeds

LRC students need LRC students need support insupport in– CommunicationCommunication– Self-helpSelf-help– Social skillsSocial skills– Study methodsStudy methods– Everyday life Everyday life

adaptationadaptation– HealthHealth– SafetySafety

Support system to Support system to include include – Family educationFamily education– Help to familiesHelp to families– Facilities adapted to Facilities adapted to

LRC studentsLRC students– Community supportCommunity support– Coordination from Coordination from

medical workersmedical workers To be successful, To be successful,

support system must support system must be coordinated with be coordinated with education and education and training. training.

CURRICULUM REFORMCURRICULUM REFORM

ReformsReforms

Curriculum Reform ObjectivesCurriculum Reform Objectives– Reforming the excessive emphasis on Reforming the excessive emphasis on

knowledge transmission in current knowledge transmission in current curriculacurricula

– Curricula should promote the physical Curricula should promote the physical and mental development of each and mental development of each student.student.

– Cultivate the desire and ability to Cultivate the desire and ability to engage in lifelong study.engage in lifelong study.

Curriculum ReformCurriculum Reform

1.1. Comprehensiveness, flexibility and Comprehensiveness, flexibility and diversity in curriculum structure.diversity in curriculum structure.

2.2. Lessen rigidity in disciplinary Lessen rigidity in disciplinary divisions of traditional curricula and divisions of traditional curricula and classical contents and strengthen classical contents and strengthen links among curriculum contents, links among curriculum contents, social and science tech social and science tech developments and students’ livesdevelopments and students’ lives


3.3. Correct teaching materials to include Correct teaching materials to include regional and cultural information and regional and cultural information and address social development, science and address social development, science and technology-give teacher material more technology-give teacher material more variety.variety.

4.4. CurriculumCurriculum• Lessen Lessen

Importance on acceptance, memorization, and Importance on acceptance, memorization, and imitative learning in the teaching processimitative learning in the teaching process

• Promote Promote Multiple learning activities among students (active Multiple learning activities among students (active

participation, communication, cooperation and participation, communication, cooperation and inquiry and research)inquiry and research)


5.5. AssessmentsAssessments• Reform assessments that emphasize Reform assessments that emphasize

knowledge memorization and the knowledge memorization and the functions of selection and screening.functions of selection and screening.

• Set up multiple assessment criteria and Set up multiple assessment criteria and methods of evaluation (formative methods of evaluation (formative evaluation)evaluation)

6.6. Decentralize curriculum policies and Decentralize curriculum policies and establish a policy for management at establish a policy for management at three levels- state, local and school-three levels- state, local and school-and improve curriculum’s adaptability. and improve curriculum’s adaptability.

Special Education in China SUSAN FAHEY & MARIO MARTINEZ.

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