On Several Relations in the Process of Developing Inclusive Education

Jianghua, Lei; Deng, Meng

doi:10.2753/ced1061-1932400403

Cited by 8 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contemporary times, China has seen periods of turmoil characterised by armed conflicts and societal mobilisations, resulting in a deceleration of progress in the field of education and, in some respects, even regression. efforts to ascertain attributes such as experience, education, and certification that may exhibit a correlation with effectiveness (Chen, Evans & Luu, 2023;Feng, 2023;Lei, 2023, Li, 2023, the essence of successful teaching mostly remains an enigmatic phenomenon.…”

Section: Inclusion Educationmentioning

confidence: 99%

“…Considering that the impact of instructors on academic performance is likely to be influenced, at least to some extent, by their instructional methods, it is of utmost importance for researchers to ascertain the specific classroom practises that have the most significance in determining student results. This assertion has particular significance as educational institutions and administrative bodies strive to fulfil the heightened benchmarks for academic performance established by the Common Core State Standards (Asamoah, Tam, & Cudjoe, 2023;Chen, Evans & Luu, 2023;Liu, 2023;Li, 2023), with a specific emphasis on the domain of mathematics (Chen, Evans & Luu, 2023;Lei & Deng, 2023). The little advancement in comprehending the influence of instructional practise on student results may be attributed to two primary study obstacles.…”

Section: Inclusion Educationmentioning

confidence: 99%

See 1 more Smart Citation

The Need to Develop Inclusive Education in China: a Literature Review

Guo,

Albattat

2023

J. of Law and Sust. Develop.

View full text Add to dashboard Cite

Purpose: The discourse around inclusive education has garnered significant attention within the global education industry. The educational landscape for children with disabilities has undergone a transformation, transitioning from the practise of segregating them in inclusive education to embracing their inclusion within general education schools and classrooms .By reviewing the development of inclusive education as well as the development of China's education system and inclusive education, this study finds the problems of inclusive education in China and the necessity of developing inclusive education in China. Theoretical framework: Inclusive education is designed in a number of areas such as the improvement of the educational system, educational management, teacher performance, and teacher identity. Therefore, this study will also be related to human capital theory, identity theory, and SLR theory. Design/Methodology/Approach: The research methodology was divided into three stages.The first step was to collect and review existing literature and studies. Secondly. The literature was categorised and reviewed separately. The third step is to analyse and draw conclusions. This stage includes a detailed description of the research questions and the conclusions drawn. Findings: Inclusive education is a global concern, as it is in China. Although China's education system has made significant progress in recent decades, the development of inclusive education remains imperfect, and the Chinese government still needs to formulate policies to promote inclusive education. Research, practical & social implications: This study focuses entirely on analyzing the development of inclusive education in China while filling a gap in the systematic review of inclusive education in China. As China's education system continues to improve, it is crucial to study the development of inclusive education in China. Addressing this issue will help China build a more complete education system. Originality/Value: The results of this study are expected to serve as a reference for Chinese scholars studying inclusive education. In response to the results of this paper, the follow-up effects include further research based on this. In particular, the issue of educational management of inclusive education is also an area where this study may have an impact. This study is also expected to become formalised discussion material for the field of university, and in particular, educational management research.

show abstract

Section: Inclusion Educationmentioning

confidence: 99%

Section: Inclusion Educationmentioning

confidence: 99%

The Need to Develop Inclusive Education in China: a Literature Review

Guo,

Albattat

2023

J. of Law and Sust. Develop.

View full text Add to dashboard Cite

show abstract

“…Another feature that distinguishes China from Canada is the large class sizes. In 2006, nearly one-third of the primary school classes in China had over 45 students (Jianghua & Meng, 2007). Such class sizes pose challenges for individualising instruction (Jianghua & Meng, 2007;McCabe, 2003), probably limiting the type and number of strategies used to promote social integration.…”

Section: Introductionmentioning

confidence: 99%

“…In 2006, nearly one-third of the primary school classes in China had over 45 students (Jianghua & Meng, 2007). Such class sizes pose challenges for individualising instruction (Jianghua & Meng, 2007;McCabe, 2003), probably limiting the type and number of strategies used to promote social integration. In Canada, the average class size ranges from 12 to 30 students, depending on the grade level; the lower the grade, the lower the number of students.…”

Section: Introductionmentioning

confidence: 99%

Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

Dyson

2012

International Journal of Disability, Development and Education

View full text Add to dashboard Cite

This study examined social integration in 11 primary schools in Canada and 19 primary schools in China as reported by teachers in terms of the strategies employed to promote social integration and success in achieving social integration. Structured interviews were conducted with 64 Canadian and 52 Chinese general education teachers. The results showed that the strategies used to promote social integration were largely similar in both countries. Major strategies included the provision of a positive social environment, the promoting of positive attitudes toward individuals with disabilities, and the implementation of cooperative learning techniques. These teachers in the two nations differed mainly in the degree of emphasis on the strategies and the levels of success. The author suggests that future studies involve more nationally representative samples.

show abstract

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

On Several Relations in the Process of Developing Inclusive Education

Cited by 8 publications

References 1 publication

The Need to Develop Inclusive Education in China: a Literature Review

The Need to Develop Inclusive Education in China: a Literature Review

Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

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

Contact Info

Product

Resources

About