Inclusive education in China, Interpretation and Implementation
Kun Liu, Guang Xue Yang Ph.D
East China Normal University, ShangHai, China
Abstract
Current status of general & special education system in China
Discussion
This research aims to examine the
development of inclusive education in China
with a focus on children with disabilities. It
explores the general goals, motivations and
purposes for education of disabled children in
China. Particular attention is given to the
interpretation of the concept of inclusive
education. It concludes that there is an urgent
need to re-examine the understanding of
inclusive education and identify the social
factors that prevent children with disabilities
from equal education opportunities.
In China, primary education enrolment rate reached 99.70% in 2011, however this
figure may conceal the disparities across regions and among different groups of
students. Children with disability is one of the most marginalised groups in the
Chinese education system.
Like other developing countries, the use of
the term inclusion has become part of
political correctness in the process of
education for children with
disabilities(Singal, 2006); however, the
language and concepts used in current
Chinese policy documents are much
ambivalent towards inclusion. Inclusive
approach in practice is narrowly envisioned
as addition resource and supplemental
support. In this way, regular schools disguise
themselves against system reform and school
changes requested by inclusive approach.
Inclusive education implementation process
is fraught with conflict terminology which
reflects a mix of medical and social model of
disability, this indicates the tension between
the pursuit of inclusion and the unchanged
and rigid general education system.
An essential point for the development of
inclusive education in China is to locate the
exclusion problems in a broader social
context. Inclusive education policy should be
informed with the full understanding of the
value of inclusion rather than simply
following the best practice guide which is less
responsive to the local context.
Introduction
Background: In China since early1990s
inclusive approach has been authorised as a
major educational policy to address the
educational needs of children with
disabilities. This approach is manifested as
‘Learning in Regular Classroom’ (LRC) in
the policies and discussions regarding
education of disabled children. LRC has
often been used interchangeably with the
terms ‘mainstreaming’ ‘integration’ and
‘inclusion’ in different areas. This has
resulted in increased confusion over the
implementation, goals and beliefs of
inclusion.
Research strategy: Inspired by the
discussion around ‘language, conceptual
models, terms and definitions’ as a
powerful tools in reflecting deep social
oppression in disability research
(Shakespear, 2002), this analysis focuses
on language and conceptual understanding
in education policy and its implementation
processes . It attempts to make explicit the
interpretation of inclusion in Chinese policy
context, to explore its goals, motivations
and levels of implementation, and further to
discuss its purport, value and underlying
issues in Chinese social context.
In 2006, ‘Statistical Bulletin of Educational Development in China’ indicated that the students with
disabilities composed 0.4% of the total students aged 6-14 ; ‘National Sample Surveys on Disability’
reported the disability prevalence rate in the age of 0-14 group is 4.66% .
This gap reflects a major concern in the general education system regarding the
enrolment and inclusion of children with disabilities.
Development of education of children with disabilities
Influenced by the international inclusive education movement, a multi-track
approach was adopted to address the educational needs of children with
disabilities in China. The 1990s witnessed a fast expansion in the number of
special schools, special classes in regular schools and increased number of
disabled children in regular classrooms.
LRC is a neighbourhood schools arrangement strategy for children with
disabilities. in the early stage of implementation, LRC was a effective approach
in addressing the problem of insufficient resource for education of children with
disabilities in rural areas. LRC soon developed as a model of inclusion in the
urban areas with a strong focus on supplemental aids and services.
Journey towards inclusion and its interpretation
Inclusive intention to education of children with disabilities in the education
system has been manifested in the central government educational policies and its
local level action plans through new categories, new definitions of children with
disabilities and educational processes varieties. This has caused a struggle of
“changing terminology’ to describe the new development in the local context .
However, the new definition and its interpretation did not reflect the paradigm
shift from medical model to social model of disability; rather, it formulated a
supplementary component of general education system, which only requests
additional resource and support service.
Inclusive policy implementation in school level
A conceptual analysis of resource teacher’s focus group discussions reveal that
the most frequently appeared concept clusters in their discussion include ‘training
in separated resource room’, ‘ identification of children’s problems’,‘ academic
performance’. Inclusive education related concepts like school changes, student
diversity, instruction universal design didn’t appear in this interview context.
There are many conflicted interpretations and conceptions in the discussion.
It can be concluded that the school level inclusive practice has been largely
defined in psychological and medical terms.
References
Peters, S.(2007) ‘‘Education for All?’ A Historical
Analysis of International Inclusive Education Policy
and Individual with Disabilities’ Journal of Disability
Policy Studies, V.18, No.2 98-108
Singal, N.(2006) ‘Inclusive Education in India:
International Concept, National Interpretation’
International Journal of Disability, Development and
Education, V.53, No3,351-369
Shakespear,T.(2002) ‘The social model of disability: an
outdated ideology?’ Research in Social Science and
Disability’ V. 2, 9-28
Slee, R. (2004) ‘Inclusive education: A Framework for
Reform?’ In V. Heung & M. Ainscow (eds) Inclusive
education: A Framework for Reform? (Hong Kong,
Hong Kong Institute of Education)