Conceptualising, defining and providing special education in China
Stakeholder perspectives
Bibliographic Data
| ID | 21723197 |
|---|---|
| Authors | Ahmed Alduais (0000-0003-0837-4915, University of Verona, corresponding author), Meng Deng (0000-0002-7148-9101, East China Normal University) |
| Year | 2022 |
| Volume | 22 |
| Issue | 4 |
| Pages | 352-367 |
| Publication date | 2022-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12573 |
| OpenAlex | W4296782726 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was accomplished by conducting a qualitative study using in‐depth interviews with nine Chinese stakeholders, including administrators, practitioners and academics. The findings revealed that China uses the traditional, social and medical models in the same manner as the rest of the world when conceptualising, defining and providing special education services. However, there are several additional context‐related differences, such as the provision of special education in four different ways ( i.e., inclusion, mainstreaming, segregation and exclusion). Although the participants believe that society has made significant progress towards the acceptance of persons with disabilities, they assert that minor, unsystematic and atypical discrimination still exists according to the type of disability or socioeconomic status of each member. While this study sheds revealing light on contemporary conceptions about special education and disability expressed by participants, a deeper understanding of the Chinese educational system's eligibility model for special education, and inclusive education has been gained
China · Mainstreaming · Pedagogy · Political science · Public relations · Social science · Socioeconomic status · Sociology · Special education · Special needs · Stakeholder · Disability Education and Employment · Disability Rights and Representation · Family and Disability Support Research · Psychology
Models of disability
Thematic analysis of qualitative research data
Nature-nurture reconceptualized in developmental perspective
The Bioecological Model of Human Development
Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School
Expansion of special education and promotion of inclusive education in China
Mothering Special Children
Ecology of the family as a context for human development
ADHD remission, inclusive special education, and socioeconomic disparities
Developmental Science in the 21 st Century
Inclusive pedagogy and knowledge in special education
Stimulating tensions in special education teachers' figured world
Different stakeholders’ perspectives on inclusive education in China
The social model of disability
Do disabled people need a stronger social model
Theory, practice, and perspectives
The conflict between inclusive education and the selection function of schools in the minds of French teachers
Tensions between diverse schools and inclusive educational practices
Disability status and student outcomes over time in regular classrooms
Thematic Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |