Speech-Language Pathology Practices in Chinese Schools
Perry Flynn, M.Ed., Kristine Lundgren, Sc.D. & Ye He, Ph.D. University of North Carolina
at Greensboro, Michael Maykish, M.A. Brunswick County Schools, Mariam Abdelaziz,
M.A. Guilford County Schools,
Background
Sponsored by the FulbrightHays Group Project Abroad
(GPA) Program, a group of
North Carolina educators,
including speech-language
pathologists; English as a
second language teachers;
special educators; and
regular education teachers
traveled to China during the
summer of 2015. Through
this GPA program, teacher
participants studied and
exchanged ideas about
education services in a
variety of school settings in
Shanghai. During the one
month stay at Shanghai
Normal University, the
American teacher
participants observed,
learned, and shared
educational ideas with
Chinese teachers in
elementary, middle, and high
schools and 2 special
education settings: one
public and one private.
Teaching modules that
included the principles of
universal design and
differentiated instruction
were created by the
participants for use in
American and Chinese
schools.
Special Education
Observations
Regular Education Observations
Integrating Special Education into the
Classroom
The Fulbright Hays participants were asked to teach a lesson to Chinese students in
the third grade. Three speech-language pathologists and a science teacher co-taught an
integrated demonstration lesson incorporating language and literacy concepts in a
science lesson on the topic of cell biology. The Chinese students who participated in
the lesson and Chinese teachers who observed commented on how many objectives
were targeted. They found the multi-sensory nature and interaction between the U.S.
teachers and Chinese students unique. The teachers planned to implement some of the
techniques they observed in their instruction during the upcoming year.
At the public separate special education school the speech-language pathologists
conducted trainings for several Chinese teachers and administrators on the use of
augmented communications systems. The team demonstrated use of an iPad and
several applications as augmented communication devices. The SLPs created and
demonstrated use of adapted books, communication boards, and picture exchange
systems that represented differentiated instruction on a variety of themes.
The American SLPs observed, and discussed with teachers from
Shanghai, the similarities and differences between regular and special
education service delivery in China and the United States.
Some observations in special education included:
• Students with learning disabilities typically remain in regular
education but receive supplemental tutoring during specified periods
of the school day, after school and on weekends.
• "Speech" services are most often provided in a medical setting yet
may be provided on the school campus to a very small number of
students; mostly in the area of articulation.
• Students with intellectual disabilities are served in separate special
education schools where the typical classroom size is one teacher and
one assistant to 10 students in a classroom. In a school of about 300
students with mild to moderate intellectual disabilities 5 received
"speech" services for articulation.
• Families are often present in the classroom to provide on-to-one
assistance for students with physical needs and are paid by the
government as teacher assistants.
• The use of augmented or alternative communication was not
observed in the public special education school. It was however a
common practice in the private special education school that was
primarily populated by international students with special needs.
Some observations in the area of regular education included:
• In elementary school there is an emphasis on Chinese, Math and
English language learning.
• Character education, using traditional Chinese values, is prioritized
in all grades and taught daily.
• Students are encouraged to be independent , are left alone in
classrooms to work and even have daily chores including sweeping
the room, taking out garbage… that they accomplish independently.
• Major exams administered in eighth grade assist in determining an
academic or vocational path for all students
• Many parents are very involved in their child’s education and often
provide supplemental academic tutoring after school hours and on
weekends.
• Teachers report having 2-3 hours of planning time built into every
day.
Demonstration of use of augmented communication for Chinese teachers
Post Experience
As part of the Fulbright-Hayes expectations, the North Carolina team produced
teaching modules that employed the principals of universal design and included
differentiated instruction to meet the needs of students with a variety of disabilities.
The modules were designed to be used in the classrooms in North Carolina and
China. Themes of the modules included a variety of content areas and topics
representing Chinese culture (e.g. folk tales, songs, holidays).