SPECIAL EDUCATION REFORM TOWARDS INCLUSIVE EDUCATION: BLURRING OR EXPANDING BOUNDARIES OF SPECIAL AND REGULAR EDUCATION IN CHINA

Meng Deng, Xinhua Zhu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

5 Citations (Scopus)

Abstract

How to balance the development of special education schools (classes) and inclusive education remains controversial. The authors found that special education provision in China has been improved in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel special education system. The authors argue that the boundaries between special and regular education system are enlarged and blurred in different situations. This reflects that the move towards inclusive education in China has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive education shows that special schools should be a part of, instead of apart from, inclusive education, and thus should be re-empowered with new roles to support and facilitate inclusive education.
Original languageEnglish
Pages (from-to)994-998
Number of pages5
JournalJournal of Research in Special Educational Needs
Volume16
DOIs
Publication statusPublished - 1 Aug 2016

Keywords

  • boundaries
  • inclusive education
  • Special education reform

ASJC Scopus subject areas

  • Education

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