Abstract
Early childhood care and education (ECCE) programs hold a prominent place in China’s goals for economic and educational success. Early childhood programs—falling into nursery, kindergarten, and pre-primary levels—currently serve about a third of children from birth through age six throughout the People’s Republic of China (PRC). ECCE programs in China are operated by (1) provincial or local government centers, (2) corporations and manufacturing or factory centers, (3) privately owned centers, and (4) family-run programs. With regard to serving children with special learning needs and/or disabilities within these centers, inconsistencies exist in access to programs, services provided for children with exceptionalities, educational environments, levels of educational attainment of staff, and training for teachers. This chapter presents information about advocacy efforts of early childhood educators, researchers, and government leaders in the PRC. Interviews and observations compiled by university professors and early childhood special education teacher educators are presented. The role of advocacy in creating enduring bonds on behalf of young children with special learning needs is highlighted.
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Trube, M., Li, W., Chi, Y. (2013). Early Childhood Special Education in China. In: Clark Wortham, S. (eds) Common Characteristics and Unique Qualities in Preschool Programs. Educating the Young Child, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4972-6_10
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DOI: https://doi.org/10.1007/978-94-007-4972-6_10
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