2002-6-22Yunying Chen CNIER Education for All- including disabilities Chinese Endeavor Yunying Chen...
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Transcript of 2002-6-22Yunying Chen CNIER Education for All- including disabilities Chinese Endeavor Yunying Chen...
2002-6-22 Yunying ChenCNIER
Education for All-including disabilities
Chinese Endeavor
Yunying ChenChina National Institute for Education Research
2002-6-22 Yunying ChenCNIER
Inclusive Education
• From World Perspectives
• Defining Inclusive Education
• Inclusion In Chinese Context
2002-6-22 Yunying ChenCNIER
Inclusive Education In World Perspectives
• The Convention Right of Children
• Education- the right of all children
• -the obligation of all governments
2002-6-22 Yunying ChenCNIER
World Agenda
• The World Conference on Education for All-1990, Thailand
• The Harbin Declaration for Children with Special Needs-1993, China (Asian Action)
• The Salamanca Statement & Framework of Action on Special Needs Education-1994, Spain
• World Education Forum-2000, Dakar
2002-6-22 Yunying ChenCNIER
World Education Forum
• Ensuring access to quality education- for the most marginalized children
– Enrich early child care and learning
– Reach excluded children
– Enhance girls education
– Improve education quality
– Restore education in emergency
2002-6-22 Yunying ChenCNIER
Who were excluded
• Girls
• Ethnic minorities
• Working children
• Children affected by disabilities, violence, conflict and HIV/AIDS
• Must be included
2002-6-22 Yunying ChenCNIER
Inclusive Education
• sharing the notion in many terms
• different definition applied in different country
2002-6-22 Yunying ChenCNIER
Terms for Inclusive Education
• Integration Integrated Education
• Mainstreaming Inclusion
• Inclusive Education
• Interactive Education (UK)
• Responsive Education (UK)
2002-6-22 Yunying ChenCNIER
Terms for Inclusive Education
• Regular School Initiatives (USA)
• First Generation Inclusion (USA)
• Second Generation Inclusion (USA)
2002-6-22 Yunying ChenCNIER
Inclusion
• The practice of providing education to a student with disabilities within the general education classroom, with the supports and accommodations needed by that student
2002-6-22 Yunying ChenCNIER
Mainstreaming
• The practice of providing a student with disabilities with some portion of his or her education in a general education classroom
2002-6-22 Yunying ChenCNIER
Integration
• This term is used in a variety of ways within the literature, may mean either inclusion or mainstreaming. The context of the discussion determines its meaning.
2002-6-22 Yunying ChenCNIER
Inclusion In Chinese Context
• Statistics
• Mandates
• Evolutions
• Stages
• Changes
2002-6-22 Yunying ChenCNIER
regular classroom
Types of educational settings
regular classroom 77.12%special school 15.28%special class 7.60%
Types of educational settings for disabledchildren
regularclassroom77.12%
special class7.60%special
school15.28%
Categories of disabled students in regularclassrooms
hearingimpaired6.34%
visuallyimpaired3.03%
mentallyhandicapped
90.63%
2002-6-22 Yunying ChenCNIER
Types of educational settings for disabled children
special school15.28%
special class7.60%
regularclassroom77.12%
regular classroomspecial schoolspecial class
2002-6-22 Yunying ChenCNIER
Inclusive Education
• Physical integration (Sitting)
• Social integration (Confusing)
• Educational integration (Learning)
• Learning in the Regular Classroom 隨班就讀 (China)
2002-6-22 Yunying ChenCNIER
Inclusion means educational integration • In Chinese integration is named as
Sui Ban Jiu Du
– “ 隨” is “following” or “going”
– “ 班” is “classroom”
– “ 就” is “to”
– “ 讀” is “reading ” or “ learning
2002-6-22 Yunying ChenCNIER
From Exclusion to Inclusion
• The history of special Education started in 1880
• Before 1960
– Special Education was a welfare system
– provided by religious institutes or private sectors
2002-6-22 Yunying ChenCNIER
From Exclusion to Inclusion
• In the 60
– China took all the private institutes back to the government
– special education became the public education
2002-6-22 Yunying ChenCNIER
From Exclusion to Inclusion
• In the 80-providing education services to everyone
– national movement for Compulsory Education
– to universalize basic education
– to provide education for all children
– Including education to all children with special needs
2002-6-22 Yunying ChenCNIER
Inclusion plus quality Learning
• In the 90
• Promoting quality education for all
• Curriculum changes for ultimate potential
• Child centered learning environment
• Respect and Cater individual needs
• Value individual initiatives and creativities
• Zero rejection and start from age zero
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The socialist’s mind
• Education right is human right
• Human right is equal right
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National Survey of 1987
• 577 special school, serve 1% of the special needs
• Casual integration was almost 55%
• Homebound, welfare institution –44%
2002-6-22 Yunying ChenCNIER
Education for all Children with Special Needs
• the answer is open the door of all schools
• 1 million primary school to take in 6 million children
• If it is too many? One school for 6 children !
2002-6-22 Yunying ChenCNIER
Legislation and Regulations
• The Compulsory Education Act, 1986
• The Law on Protection of the Disabled Person, 1992
• The Guidelines for the Development of Special Education, 1988
• The Regulation of Special Education, 1993
2002-6-22 Yunying ChenCNIER
Legislation and Regulations
• The Guidelines for Classroom Integration,1994
• Goals of Special Education Within the Framework of The Eighth National Five-years-plan, 1991-95
• ------Ninth National Five-years-plan, 1996-2000
• Year 2001, the third national congress for special education
• ------- the Tenth National Five-years-plan, 2001-2005
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Mandates-First National Congress (1988)• To inform and to educate the public
about the disabled persons.
• To mandate the setting aside of a national fund for special education
• To re-enforce program implementation- national objectives and regional targets
2002-6-22 Yunying ChenCNIER
Mandates (1988)
• Regular schools as the main body for education provision
• Special schools as resource centers
• Alternatives for teacher education in supporting changes
• Establishing national institutes for research, teacher training, and materials development.
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Stages -1
• 1. Investigation of the needs of children with disabilities
• 2. National Congress for consensus of policy and actions
• 3. Pilot study
• 4. Annual conference in promoting effective practices
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Stage -2
• 5. Various alternatives in empowering teacher
• 6. Monitoring program by The National Guideline on Integration
• 7. National project for organizational change
– whole school action, whole district action
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Stage -3
• 8. Program evaluation of Effectiveness & Quality
• 9. Special School reform for integration
• 10. Development of Indicators of Integration
• 11. Information exchange on internet
2002-6-22 Yunying ChenCNIER
Responsible Implementation - successful integration• A general consensus for educational
changes
• Strategy plan
• Step by step
• Aim big start small
• Making thing happen
• Long term monitoring and continue endeavor
2002-6-22 Yunying ChenCNIER
Organizational behavior- encourage progress• Team work
• Sector-wide collaboration- Education, Health, Civil Affair,CWF,CFDP….
• sharing responsibility
• sharing resources
• case study
2002-6-22 Yunying ChenCNIER
Restructuring Education
• Regular programs is the main body in education provision for children with special needs
• Special schools , special classes, other forms of programs are resources and alternatives in supporting Inclusion
2002-6-22 Yunying ChenCNIER
Schools Changes
• School policy encouraging integration
• Select best and qualified teacher
• Reduce the class size
• Teacher appraisal in favor of inclusion
• Additional salary & pension (15%) and promotion
2002-6-22 Yunying ChenCNIER
Building Supportive System
• Policy Change for Inclusion
• Resources Center to support Inclusion
• School Development and management– Whole school approach
– School curriculum team
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Special School as Resource Center
• In-service teacher training
• Parental guidance and counseling
• Assessment of children’s learning needs
• Supportive services to regular classroom teaching
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Rooms for Improvement
• Teacher Education slow in response– 10 year behind school practices
• Quality education– Excellence and Competition
• Curriculum Accountability– Getting things parent pay for
• Re-allocation of educational resources
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Three types of educational organization
• One tract education system
• Two tracts education system
• Multiple tracts education system
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Inclusive Education Reached Policy Making Agenda
• Every country declared a policy of integration
– UNESCO study-1995
• 3/4 of countries had such a policy
– UNESCO study- 1988
2002-6-22 Yunying ChenCNIER
Inclusive education -Salamanca
Statement (1994) – Is perceived as the most effective means of
• Combating discriminatory attitudes
• Creating welcoming communities
• Building an inclusive society
• Achieving education for all
2002-6-22 Yunying ChenCNIER
Thank You Very Much for Joining Me
• China National Institute for Education Research
– Special Education Division
– China Online for the Special Needs
– Chinese Journal of Special Education
• Please visit us at
• www.specialneeds.org.cn
• www. COSN.NET