Analysis of the “Learning in Regular Classrooms” Movement in China

Deng, Meng; Manset, Genevieve

doi:10.1352/0047-6765(2000)038<0124:aotlir>2.0.co;2

Cited by 55 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the education arena, Learning in Regular Classrooms (LRC) has gradually become the major means for educating students with sensory and ID (Lewis et al. 1997; Deng & Manset 2000). The number of students with disabilities enrolled in the regular classrooms has increased from 68 800 in 1993 to 623 900 in 2005 (The Ministry of Education 2006).…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Mental Retardation Attitude Inventory‐Revised in Chinese college students

Hampton

Xiao

2007

J intellect Disabil Res

View full text Add to dashboard Cite

The factor structure of the MRAI-R in this sample of Chinese college students did not replicate the structure found in American adults. Although the SDIS subscale of the MRAI-R appeared to be a reliable instrument among the four subscales of the MRAI-R, the reliabilities of the INSE, PRRT and SUDB subscales were low. Continuing investigations of the utility of the MRAI-R in Chinese culture is needed. Attitude instruments based on Chinese culture may be developed.

show abstract

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Mental Retardation Attitude Inventory‐Revised in Chinese college students

Hampton

Xiao

2007

J intellect Disabil Res

View full text Add to dashboard Cite

show abstract

“…The concept of integrative education has been successfully implemented in other countries (24,(27)(28). The concept of integrative education has been successfully implemented in other countries (24,(27)(28).…”

Section: Discussionmentioning

confidence: 99%

An assessment of school children with mental disabilities and their main stream integration into the education system of Trinidad and Tobago

Maharajh¹,

Konings²

2005

International Journal on Disability and Human Development

View full text Add to dashboard Cite

Childhood disability has a profound impact on children, education, and healthcare systems. Comprehensive assessment, legislation, and services for children and young adults with mental and physical disabilities are not well developed in Trinidad and Tobago. This study investigated the occurrences of the most common mental disabilities among primary, secondary, and vocational schoolchildren with recommendations for the improvement of services for children and adolescents with mental and physical disabilities. In a retrospective study, 349 first-contact patients, ages 4-19 years from primary, secondary, and vocational schools were reviewed using DSM IV diagnosis. All firstcontact outpatient patients between the ages of 4-19 years were interviewed and screened. Epidemiological data of diagnosis, school attended, age, gender, ethnicity, and family structure were rated for each patient The results showed an excess of male patients with disabilities at all school levels. This percentage increased with age. The most prominent diagnosis in primary school was learning disorder and ADHD (21%), whereas conduct disorders and ADHD and depression were more common over the age of 11 years. Fifty five percent (55%) of all patients lived with both parents, 18% in single-parent families, 19% with relatives, and 8% in reconstituted families. Mental disabilities appeared common in the school system. A need exists to formalize an integrated approach for those with disabilities within the mainstream system. Recommendations are made for nationwide screening, establishment of a register, intersectional service provisions with family intervention, social integration, equal opportunity legislation, and education.

show abstract

“…Some relevant work published in English does focus on the investigation of special teacher education in China. These studies have examined the career motivation and professional development of special education teachers (Feng, 2008(Feng, , 2010(Feng, , 2012, the barriers that affect the retention and attrition of these teachers (Payne, 2005), the relationship between teachers' self-efficacy for inclusive education practices and their attitudes towards inclusive education (Malinen, Savolainen, & Xu, 2012), and a detailed analysis of teacher education for the approach of Learning in Regular Classrooms (Yu, Su, & Liu, 2011), a widely recognised form of special education in China in light of the international concept of inclusive education (Deng & Holdsworth, 2007;Deng & Manset, 2000;Deng & Poon-McBrayer, 2004Deng & Zhu, 2007;McCabe, 2003;Worrell & Taber, 2009;Xiao, 2007). However, other scholarly work published in English has only briefly looked at the issue of special teacher education and treated it as one of the dimensions of its investigation.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

2014

International Journal of Disability, Development and Education

View full text Add to dashboard Cite

The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This article aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy-making, its history of development, and its strategies and challenges. Finally, we conclude our article with some practical recommendations to aid the future development of special teacher education.

show abstract

Analysis of the “Learning in Regular Classrooms” Movement in China

Cited by 55 publications

References 0 publications

Psychometric properties of the Mental Retardation Attitude Inventory‐Revised in Chinese college students

Psychometric properties of the Mental Retardation Attitude Inventory‐Revised in Chinese college students

An assessment of school children with mental disabilities and their main stream integration into the education system of Trinidad and Tobago

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

Contact Info

Product

Resources

About