Pedagogical practices and support systems of inclusion: Empirical evidence from Chinese societies
Mu, Guanglun Michael (2015) Pedagogical practices and support systems of inclusion: Empirical evidence from Chinese societies. International Journal of Disability, Development and Education, 62(6), pp. 551-555.
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China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond.
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|Item Type:||Journal Article|
|Additional Information:||Special Issue: Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies|
|Keywords:||inclusive education, China|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2015 Taylor & Francis Group|
|Deposited On:||06 Oct 2015 01:09|
|Last Modified:||11 Oct 2015 05:24|
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