Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies.

Autor/in	Mu, Guanglun Michael
Titel	Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies.
Quelle	In: International journal of disability, development and education, (2015) 6, S.551 PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1077932
Schlagwörter	Education policy; Inclusive education; Classroom support; Planned behaviour; Professional competence; Job-related social skills; Cognitive strategy instruction; China; Social attitudes
Abstract	China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond.
Erfasst von	OLC
Update	2021/4/12