Function Change of Special Education Schools in the Context of Inclusive Education Yan Wang, Institute of Special Education, Beijing Normal University, Beijing, China “Learning in Regular Classrooms (LRC)” & Inclusive Education in China LRC as the primary model of Inclusive education LRC as the primary model of Inclusive education LRC starts in 1990s LRC starts in 1990s LRC improves the enrollment rate for children with disabilities LRC improves the enrollment rate for children with disabilities However, the quality of LRC is relatively poor However, the quality of LRC is relatively poor “Learning in Regular Classrooms (LRC)” & Inclusive Education in China LRC as the primary model of Inclusive education LRC as the primary model of Inclusive education LRC starts in 1990s LRC starts in 1990s LRC improves the enrollment rate for children with disabilities LRC improves the enrollment rate for children with disabilities However, the quality of LRC is relatively poor However, the quality of LRC is relatively poor Special Education Schools in Inclusive Education To the end of 2010, children with disabilities study in general schools, accounting to 61.26% of the whole school-age children with disabilities. No more than 40% children study in special education schools in China. However, special education schools still work as the primary force for special education development. Special Education Schools in Inclusive Education To the end of 2010, children with disabilities study in general schools, accounting to 61.26% of the whole school-age children with disabilities. No more than 40% children study in special education schools in China. However, special education schools still work as the primary force for special education development. Special Education Schools-- from single purpose for educating to serving for multiple parties Evaluation: --provide assessment services to children with disabilities --coordinate with other professionals, parents and agencies --inform the assessment results to parents --provide suggestions on education placement Resource Rooms: --provide individualized training and teaching in resource rooms -- provide counseling services to parents with children with disabilities -- provide teaching training to general education teachers Training Centers: -- provide training to general education teachers --provide parent training --provide special education knowledge to school administrators Itinerary Guide: --provide guidance to general education teachers and general school administrators -- monitor the quality of teaching in LRC environment Special Education Schools-- from single purpose for educating to serving for multiple parties Evaluation: --provide assessment services to children with disabilities --coordinate with other professionals, parents and agencies --inform the assessment results to parents --provide suggestions on education placement Resource Rooms: --provide individualized training and teaching in resource rooms -- provide counseling services to parents with children with disabilities -- provide teaching training to general education teachers Training Centers: -- provide training to general education teachers --provide parent training --provide special education knowledge to school administrators Itinerary Guide: --provide guidance to general education teachers and general school administrators -- monitor the quality of teaching in LRC environment Special Education Teachers—from Single Role to Multiple Roles Educator : from “teaching students to learn” to “teaching student to live” Cooperator: --working with general educators to conduct educational assessment --co-teaching with general educators in classrooms --working as resource room teachers to provide specialized teaching Coordinator: coordinate with education-related and disability- related sources to provide professional guidance Supervisor: monitor the LRE teaching in general schools Special Education Teachers—from Single Role to Multiple Roles Educator : from “teaching students to learn” to “teaching student to live” Cooperator: --working with general educators to conduct educational assessment --co-teaching with general educators in classrooms --working as resource room teachers to provide specialized teaching Coordinator: coordinate with education-related and disability- related sources to provide professional guidance Supervisor: monitor the LRE teaching in general schools Conclusion Special education school needs to rethink its role and function to better meet the needs of students with disabilities in China. --Re-understand the meaning of inclusive education and the existance of special education schools. --Make school reform and changes in terms of administration and professional quality. -- Coordinate closely with general schools.Conclusion Special education school needs to rethink its role and function to better meet the needs of students with disabilities in China. --Re-understand the meaning of inclusive education and the existance of special education schools. --Make school reform and changes in terms of administration and professional quality. -- Coordinate closely with general schools. References 1.Introduction of Special Education in China, (2009). 2.Ministry of Education of China. Report on National Education in Education Office of China Association of Disabled (2001). Document of Special Education from Beijing, China: Huaxia Publishing House.References 1.Introduction of Special Education in China, (2009). 2.Ministry of Education of China. Report on National Education in Education Office of China Association of Disabled (2001). Document of Special Education from Beijing, China: Huaxia Publishing House. Role Change for Special Education Teachers Special Education Teachers EducatorCoordinatorSupervisorCooperator