Inclusion as an Approach and Process for Promoting Acceptance and Success: Comparative Perspectives between the United States and China

Year 2015, Volume: 7 Issue: 2, 238 - 250, 17.01.2016

Chun Zhang Biying Hu

https://doi.org/10.20489/intjecse.83870

Cited By: 1

Abstract

This paper examines the histories of Special Education in the United States and China, the progress they have made, the directions they are going, lessons they can learn from each other, and how these two societies can transform themselves to be more accepting, supportive, and inclusive because of the education and support provided to individuals with disabilities. It discusses the meaning of inclusion in the U.S. and China contexts, the logistics needed to build inclusive schools, the challenges educators and policy makers face, and how quality inclusive models can be developed to support young children with and without disabilities to be successful learners and community citizens. This paper also introduces the processes, progress, and challenges U.S. and China have gone through, with the intension of informing many other countries in developing and implementing high-quality inclusive programs for young children with disabilities and their families.

Keywords

Inclusion, early intervention; early childhood special education; policy making

References

• Bruder, M. (2000). Renewing the inclusion agenda: Attending to the right variables. Journal of Early Intervention, 23(4), 223-230.
• Buysse, V. & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion: Recommendations for professional development. Topics in Early
• Childhood Special Education, 29(2), 119-128.
• Deng, M. & Zhu, Z. Y. (2007). The Chinese “Learning in a Regular Classroom” and Western inclusive education: Comparison and exploration. Chinese Education and Society, 40(4) 21–32.
• Ellsworth,
• N, J. & Zhang, C. (2007). Progress and challenges in China’s special education development: Observations, reflections, and recommendations.
• Remedial and Special Education, 28(1), 58-64.
• Hu, B. Y. (2010). Training needs for implementing early childhood inclusion in China. International Journal of Early Childhood Special Education (INT-JECSE), 2(1), 12-30.
• Hu, B.Y. & Szente, J. ( 2010). An introduction to Chinese Early Childhood inclusion. International Journal of Early Childhood, 42, 59-66.
• Lei, J., & Deng, M. (2007). On several relations in the process of developing inclusive education. Chinese Education and Society, 40(2), 33–43.
• Li, L. (2007). Parents and teachers’ beliefs about preschool inclusion in P. R. China. Unpublished doctoral dissertation, Greesboro: University of North Carolina.
• National Association for the Education of All Young Children (NAEYC) and Division for Early Childhood (DEC) (2009). Early Childhood inclusion. Young Exceptional Children, 12(4), 42-46.
• Odom, S., Buysse, V. & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early
• Intervention, 33( 4), 344-356.
• Pretti-Frontczak, K. & Bricker, D. (2004). An activity-based approach to early intervention. Baltimore, MD: Brookes Publishing.
• National Education Committee of the People’s Republic of China (1994). Educational
• guidelines for persons with disabilities bill. http://www.cdpf.org.cn/2008old/zcfg/content/2001- 11/06/content_50522.htm
• (accessed March 26, 2013).
• National People’s Congress (1990). The People’s Republic of China on protection of disabled person’s law. http://www.gov.cn/banshi/2005-08/04/content_20235.htm (accessed March 26, 2013).
• UNESCO (1994). The salamanca statement and framework for action on special needs Education. Paris: UNESCO.
• U.S. Department of Education (2008). 30th annual report to congress on the implementation of the Individuals with Disabilities Act. Washington DC, U.S:
• Department of Education.