Function Change of Special Education Schools in the Context of Inclusive Education

Yan Wang, Institute of Special Education, Beijing Normal Yan Wang, Institute of Special Education, Beijing Normal

University, Beijing, ChinaUniversity, Beijing, China

““Learning in Regular Learning in Regular Classrooms (LRC)” Classrooms (LRC)”

& Inclusive & Inclusive Education in ChinaEducation in China• LRC as the primary model LRC as the primary model

of Inclusive educationof Inclusive education

• LRC starts in 1990sLRC starts in 1990s

• LRC improves the LRC improves the enrollment rate for children enrollment rate for children with disabilitieswith disabilities

• However, the quality of LRC However, the quality of LRC is relatively pooris relatively poor

““Learning in Regular Learning in Regular Classrooms (LRC)” Classrooms (LRC)”

& Inclusive & Inclusive Education in ChinaEducation in China• LRC as the primary model LRC as the primary model

of Inclusive educationof Inclusive education

• LRC starts in 1990sLRC starts in 1990s

• LRC improves the LRC improves the enrollment rate for children enrollment rate for children with disabilitieswith disabilities

• However, the quality of LRC However, the quality of LRC is relatively pooris relatively poor

Special Education Special Education

Schools in Inclusive Schools in Inclusive

EducationEducation

To the end of 2010, 39700 children with

disabilities study in general schools,

accounting to 61.26% of the whole

school-age children with disabilities.

No more than 40% children study in

special education schools in China.

However, special education schools still

work as the primary force for special

education development.

Special Education Special Education

Schools in Inclusive Schools in Inclusive

EducationEducation

To the end of 2010, 39700 children with

disabilities study in general schools,

accounting to 61.26% of the whole

school-age children with disabilities.

No more than 40% children study in

special education schools in China.

However, special education schools still

work as the primary force for special

education development.

Special Education Special Education Schools-- from single Schools-- from single purpose for educating purpose for educating to serving for multiple to serving for multiple

partiesparties

Evaluation:Evaluation:

--provide assessment services to

children with disabilities

--coordinate with other professionals,

parents and agencies

--inform the assessment results to

parents

--provide suggestions on education

placement

Resource Rooms:Resource Rooms:

--provide individualized training and

teaching in resource rooms

-- provide counseling services to parents

with children with disabilities

-- provide teaching training to general

education teachers

Training Centers:Training Centers:

-- provide training to general education

teachers

--provide parent training

--provide special education knowledge

to school administrators

Itinerary Guide:Itinerary Guide:

--provide guidance to general education

teachers and general school

administrators

-- monitor the quality of teaching in

LRC environment

Special Education Special Education Schools-- from single Schools-- from single purpose for educating purpose for educating to serving for multiple to serving for multiple

partiesparties

Evaluation:Evaluation:

--provide assessment services to

children with disabilities

--coordinate with other professionals,

parents and agencies

--inform the assessment results to

parents

--provide suggestions on education

placement

Resource Rooms:Resource Rooms:

--provide individualized training and

teaching in resource rooms

-- provide counseling services to parents

with children with disabilities

-- provide teaching training to general

education teachers

Training Centers:Training Centers:

-- provide training to general education

teachers

--provide parent training

--provide special education knowledge

to school administrators

Itinerary Guide:Itinerary Guide:

--provide guidance to general education

teachers and general school

administrators

-- monitor the quality of teaching in

LRC environment

Special Education Special Education

Teachers—from Teachers—from

Single Role to Single Role to

Multiple RolesMultiple Roles

Educator : from “teaching

students to learn” to “teaching

student to live”

Cooperator:

--working with general

educators to conduct educational

assessment

--co-teaching with general

educators in classrooms

--working as resource room

teachers to provide specialized

teaching

Coordinator: coordinate with

education-related and disability-

related sources to provide

professional guidance

Supervisor: monitor the LRE

teaching in general schools

Special Education Special Education

Teachers—from Teachers—from

Single Role to Single Role to

Multiple RolesMultiple Roles

Educator : from “teaching

students to learn” to “teaching

student to live”

Cooperator:

--working with general

educators to conduct educational

assessment

--co-teaching with general

educators in classrooms

--working as resource room

teachers to provide specialized

teaching

Coordinator: coordinate with

education-related and disability-

related sources to provide

professional guidance

Supervisor: monitor the LRE

teaching in general schools

ConclusionConclusion

Special education school needs to

rethink its role and function to better

meet the needs of students with

disabilities in China.

--Re-understand the meaning of

inclusive education and the existance of

special education schools.

--Make school reform and changes in

terms of administration and

professional quality.

-- Coordinate closely with general

schools.

ConclusionConclusion

Special education school needs to

rethink its role and function to better

meet the needs of students with

disabilities in China.

--Re-understand the meaning of

inclusive education and the existance of

special education schools.

--Make school reform and changes in

terms of administration and

professional quality.

-- Coordinate closely with general

schools.

ReferencesReferences1.Introduction of Special Education in China, (2009). http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s4964/201012/113459.html.2010-12-29

2.Ministry of Education of China. Report on National Education in 2010 http://www.people.com.cn/h/2011/0706/c25408-1734240438.html,2011-07-06

3.Education Office of China Association of Disabled (2001). Document of Special Education from 1996-2001. Beijing, China: Huaxia Publishing House.

ReferencesReferences1.Introduction of Special Education in China, (2009). http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s4964/201012/113459.html.2010-12-29

2.Ministry of Education of China. Report on National Education in 2010 http://www.people.com.cn/h/2011/0706/c25408-1734240438.html,2011-07-06

3.Education Office of China Association of Disabled (2001). Document of Special Education from 1996-2001. Beijing, China: Huaxia Publishing House.

Role Change for Special Education TeachersRole Change for Special Education TeachersRole Change for Special Education TeachersRole Change for Special Education Teachers