1. The reflection on inclusive education in urban China : a case study in Beijing
- Author
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Huang, Yuantao, Zhang, Mei, and Zhao, Lucy Xia
- Subjects
379.51 - Abstract
Inclusive education, as a new educational trend, emerged in 1994 and has been developing around the world for more than decades. Although some international organisations advocate that inclusive education means the inclusiveness for all participants in education, the controversy of its understanding and practice have never been stopped. This research utilises literature analysis, interview and questionnaire to investigate the insight of the debate of inclusive education from existing studies pertaining to the inclusive education and participants, which will include the experts, in-service teachers and pre-service teachers. By using the United Kingdom (UK) and China as examples, this research finds that despite the different conditions between the two countries such as social characteristics, education system and educational values; the understandings of inclusive education are similar within the academic level. However, in comparison with the UK, inclusive education still has room to develop in China. Furthermore, this research finds that it would be insufficient to define a term solely by using the researchers' view, particularly in education. Therefore, this research attempts to combine Chinese in-service teachers' opinions with the definition of inclusive education to supplement some details of its conception further. This process refers to Chinese teachers' responses and Chinese educational conditions, which also could be a part of localising the Western concept of inclusive education. This research found six further noticeable barriers when teachers practised theory of inclusive education. They are: 1. The lack of knowledge, 2. The unsound support system, 3. The limited resources, 4. The inefficient regulation, 5. The absence of an inclusive value, and 6. The low involvement of other stakeholders. According to these barriers in Chinese schools, four essential factors affecting people's understandings of inclusive education were found. These include social environment or development, the theoretical explanation, the practical results and the personal experience. Finally, this research also focuses on establishing an initial index or framework for inclusion with Chinese characteristics through referral to the British index for inclusion. This part employed vague set and fuzzy comprehensive evaluation to filter whether the indicators are suitably involved within the initial index for inclusion for Chinese education. It has revealed that some indicators cannot be adopted to explain the Chinese education, and many indicators also require modification prior to putting it into practical use. This process can be an inspiring concern and case of establishing a systematic guideline for practising inclusion in Chinese schools due to the current research situation.
- Published
- 2021