Advertisement

Prospects for Education of Children with Autism Spectrum Disorder in China and Finland

  • Xiaoyi HuEmail author
  • Eija Kärnä
Chapter
Part of the New Frontiers of Educational Research book series (NFER)

Abstract

This paper analyzes and summarizes the educational status of children with ASD in China from several aspects such as relevant educational theories, relevant intervention methods, school education, family education, and training. Inclusion is the official educational policy in Finland, and schools at all levels of the educational system are obliged to support the learning of all children. However, the practical implementation of inclusion is taking place slowly. Thus, many children with autism spectrum disorders (ASD) in Finland study in special classrooms. However, the challenging factors in the education of children with ASD in both China and Finland are the relatively low intensity of the interventions provided, regional differences in the availability of interventions, and teachers’ lack of knowledge of autism and pedagogical methods to teach children with ASD. For this reason, more work is needed to ensure sufficient rehabilitation services and support for children with ASD. In addition, teachers and principals, as the central actors in organizing schoolwork, need more information on good administrative and pedagogical practices that facilitate multi-professional collaboration to support children with ASD in inclusive settings.

References

  1. Ahtiainen, R., Beirad, M., Hautamäki, J., Hilasvuori, T., Lintuvuori, M., Thuneberg, H. & Österlund, I. (2012). Tehostettu ja erityistä tukea tarvitsevien oppilaiden opetuksen kehittäminen 2007–2011. Kehittävän arvioinnin loppuraportti [Development of special educational needs education between 2007 and 2011] (Final report). Helsinki, Finland: Finnish Ministry of Education.Google Scholar
  2. Björn, P. M., Aro, M. T., Koponen, T. K., Fuchs, L. S., & Fuchs, D. H. (2016). The many faces of special education within RTI frameworks in the United States and Finland. Learning Disability Quarterly, 39(1), 58–66.CrossRefGoogle Scholar
  3. Bradshaw, J., Steiner, A. M., Gengoux, G., & Koegel, L. K. (2015). Feasibility and effectiveness of very early intervention for infants at-risk for autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 45(3), 778–794.CrossRefGoogle Scholar
  4. Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580–587.  https://doi.org/10.1016/j.jaac.2015.04.005.CrossRefGoogle Scholar
  5. Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers and parents. Teaching Exceptional Children, 38(1), 57–61.CrossRefGoogle Scholar
  6. Hotulainen, R., & Takala, M. (2014). Parents’ views on the success of integration of students with special education needs. International Journal of Inclusive Education, 18(2), 140–154.  https://doi.org/10.1080/13603116.2012.759630.CrossRefGoogle Scholar
  7. Jahnukainen, M. (2015). Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), 59–72.  https://doi.org/10.1080/09687599.2014.982788.CrossRefGoogle Scholar
  8. Kaale, A., Smith, L., & Sponheim, E. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry, 53(1), 97–105.  https://doi.org/10.1111/j.1469-7610.2011.02450.x.CrossRefGoogle Scholar
  9. Kasari, C., Lawton, K., Shih, W., et al. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79.  https://doi.org/10.1542/peds.2013-3229.CrossRefGoogle Scholar
  10. Kielinen, M., Linna, S., & Moilanen, I. (2002). Some aspects of treatment and habilitation of children and adolescents with autistic disorder in Northern-Finland. International Journal of Circumpolar Health, 61(2), 67–79.Google Scholar
  11. Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570–579.  https://doi.org/10.1007/s10803-009-0901-6.CrossRefGoogle Scholar
  12. Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 4(3), 192–210.  https://doi.org/10.1177/1540796915594158.CrossRefGoogle Scholar
  13. Narzisi, A., Colombi, C., Balottin, U., & Muratori, F. (2013). Non-pharmacological treatments in autism spectrum disorders: An overview on early interventions for pre-schoolers. Current Clinical Pharmacology, 9(1), 17–26.CrossRefGoogle Scholar
  14. Paju, B., Räty, L., Pirttimaa, R., & Kontu, E. (2016). The school staff’s perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education, 20(8), 801–815.  https://doi.org/10.1080/13603116.2015.1074731.CrossRefGoogle Scholar
  15. Pesonen, H., Itkonen, T., Jahnukainen, M., Kontu, E., Kokko, T., Ojala, T., & Pirttimaa, R. (2015). The implementation of new special education legislation in Finland. Educational Policy, 29(1), 162–178.  https://doi.org/10.1177/0895904814556754.CrossRefGoogle Scholar
  16. Pulkkinen, J., & Jahnukainen, M. (2016). Finnish reform of the funding and provision of special education: The views of principals and municipal education administrators. Educational Review, 68(2), 171–188.CrossRefGoogle Scholar
  17. Rasmussen, J., & Bayer, M. (2014). Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore. Journal of Curriculum Studies, 46(6), 798–818.  https://doi.org/10.1080/00220272.2014.927530.CrossRefGoogle Scholar
  18. Saarivirta, T., Saarivirta, T., Kumpulainen, K., & Kumpulainen, K. (2016). School autonomy, leadership and student achievement: Reflections from Finland. International Journal of Educational Management, 30(7), 1268–1278.  https://doi.org/10.1108/IJEM-10-2015-0146.CrossRefGoogle Scholar
  19. Salomone, E., Beranova, Š., Bonnet-Brilhault, F., Briciet Lauritsen, M., Budisteanu, M., et al. (2015). Use of early intervention for young children with autism spectrum disorder across Europe. Autism, 20, 233–249.CrossRefGoogle Scholar
  20. Samuelsson, K., & Lindblad, S. (2015). School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden. Teaching and Teacher Education, 49, 168–177.CrossRefGoogle Scholar
  21. Takala, M., & Sume, H. (2018). Hearing-impaired pupils in mainstream education in Finland: Teachers’ experiences of inclusion and support. European Journal of Special Needs Education, 33(1), 134–147.  https://doi.org/10.1080/08856257.2017.1306965.CrossRefGoogle Scholar
  22. Thuneberg, H., Vainikainen, M.-P., Ahtiainen, R., Lintuvuori, M., Salo, K., & Hautamäki, J. (2013). Education is special for all: The Finnish support model. Belltz Juventa, Gemeinsam Leben, 21, 67–78.Google Scholar
  23. Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600–609.  https://doi.org/10.1080/02607476.2014.956545.CrossRefGoogle Scholar
  24. Warren, Z., McPheeters, M. L., Sathe, N., et al. (2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127(5), e1303–e1311.  https://doi.org/10.1542/peds.2011–0426.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Department of Special Education, Faculty of EducationBeijing Normal UniversityBeijingChina
  2. 2.School of Educational Sciences and PsychologyUniversity of Eastern FinlandJoensuuFinland

Personalised recommendations