Advertisement

Early Childhood Special Education in China

Advocacy and Practice
  • Mary Barbara Trube
  • Wenge Li
  • Yan Ping Chi
Chapter
Part of the Educating the Young Child book series (EDYC, volume 5)

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.

Keywords

Special Education Early Childhood Education Early Childhood Teacher Special Education Teacher Special Education School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Chen, Y. Y. (1996). Making special education compulsory and inclusive in China. Cambridge Journal of Education, 26(1), 47–57.CrossRefGoogle Scholar
  2. Deng, M., Poon-McBrayer, K. F., & Farnsworth, E. B. (2001). The development of special education in China: A sociocultural review. Remedial and Special Education, 22(5), 288–299.CrossRefGoogle Scholar
  3. Education Commission (2000). Learning for life, learning through life: Reform proposals for the educational system in Hong Kong. Hong Kong: Government Printer.Google Scholar
  4. Forlin, C. (2010). The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners. School Psychology International, 31(6), 617–630 (UK: Sage).Google Scholar
  5. Forlin, C., & Lian, J. (2008). Contemporary trends and issues in education reform for special and inclusive education in the Asia-Pacific region. In C. Forlin & J. Lian (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific Region (pp. 3–12). New York: Routledge.Google Scholar
  6. Gargiulo, R. M., & Piao, Y. (1995). Early childhood special education in the People’s Republic of China. Early Child Development and Care, 118(1), 35–43.Google Scholar
  7. Lau, D. C., & Yuen, P. K. (2010). The development of special education in Macau. International Journal of Special Education, 25(2), 115–126.Google Scholar
  8. Law, W. (2002). Legislation, education reform and social transformation in the People’s Republic of China. International Journal of Educational Development, 22(6), 579–602.CrossRefGoogle Scholar
  9. New, R. S., & Corcoran, M. (Eds.). (2007). Early childhood education: An international encyclopedia (Vol. 4). Westport: Praeger.Google Scholar
  10. Pang, Y., & Richey, D. (2006).The development of special education in China. International Journal of Special Education, 21(1), 77–86. http://onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2010.01162.x/full. Accessed 1 Aug 2010.Google Scholar
  11. Spodek, B. (1988). Reform of Chinese kindergartens: The preparation of kindergarten teachers. Early Child Development and Care, 38, 103–117.CrossRefGoogle Scholar
  12. UNESCO. (2006). Strong foundations: Early childhood care and education (Education for all global monitoring report 2007). Paris: UNESCO.Google Scholar
  13. Tianbi, Q. (2001). Shaping the future for children. China Today. www.chinatoday.com.cn/English/e2001/e200107/ertong.html. Accessed 1 Aug 2010.
  14. Worrell, J. L., & Taber, M. (2009). Special education practices in China and the United States: What is to come next? International Journal of Special Education, 24(3), 132–142.Google Scholar
  15. Zhou, X. (2007). Early childhood education in China. In R. S. New & M. Corcoran (Eds.), Early childhood education: An international encyclopedia (Vol. 4, pp. 971–976). Westport: Praeger.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.The Patton College of EducationOhio University—ChillicotheChillicotheUSA
  2. 2.Guangdong Teacher’s College of Foreign Languages and ArtGuangzhouPeople’s Republic of China
  3. 3.Xi’an International Studies UniversityXi’anPeople’s Republic of China

Personalised recommendations