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

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


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.


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© 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

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