2. 2002-6-22Yunying Chen CNIER Education for All- including disabilities Chinese Endeavor Yunying Chen China National Institute for Education Research

3. 2002-6-22Yunying Chen CNIER Inclusive Education From World Perspectives Defining Inclusive Education Inclusion In Chinese Context

4. 2002-6-22Yunying Chen CNIER Inclusive Education In World Perspectives The Convention Right of Children Education- the right of all children -the obligation of all governments

5. 2002-6-22Yunying Chen CNIER 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

6. 2002-6-22Yunying Chen CNIER 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

7. 2002-6-22Yunying Chen CNIER Defining Inclusive Education

8. 2002-6-22Yunying Chen CNIER Who were excluded Girls Ethnic minorities Working children Children affected by disabilities, violence, conflict and HIV/AIDS Must be included

9. 2002-6-22Yunying Chen CNIER Inclusive Education sharing the notion in many terms different definition applied in different country

10. 2002-6-22Yunying Chen CNIER Terms for Inclusive Education Integration Integrated Education Mainstreaming Inclusion Inclusive Education Interactive Education (UK) Responsive Education (UK)

11. 2002-6-22Yunying Chen CNIER Terms for Inclusive Education Regular School Initiatives (USA) First Generation Inclusion (USA) Second Generation Inclusion (USA)

12. 2002-6-22Yunying Chen CNIER 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

13. 2002-6-22Yunying Chen CNIER Mainstreaming The practice of providing a student with disabilities with some portion of his or her education in a general education classroom

14. 2002-6-22Yunying Chen CNIER 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.

15. 2002-6-22Yunying Chen CNIER Inclusion In Chinese Context Statistics Mandates Evolutions Stages Changes

16. 2002-6-22Yunying Chen CNIER

17. 2002-6-22Yunying Chen CNIER

18. 2002-6-22Yunying Chen CNIER Inclusive Education Physical integration (Sitting) Social integration (Confusing) Educational integration (Learning) Learning in the Regular Classroom 隨班就讀 (China)

19. 2002-6-22Yunying Chen CNIER 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

20. 2002-6-22Yunying Chen CNIER 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

21. 2002-6-22Yunying Chen CNIER From Exclusion to Inclusion In the 60 –China took all the private institutes back to the government –special education became the public education

22. 2002-6-22Yunying Chen CNIER 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

23. 2002-6-22Yunying Chen CNIER 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

24. 2002-6-22Yunying Chen CNIER The socialist’s mind Education right is human right Human right is equal right

25. 2002-6-22Yunying Chen CNIER National Survey of 1987 577 special school, serve 1% of the special needs Casual integration was almost 55% Homebound, welfare institution –44%

26. 2002-6-22Yunying Chen CNIER 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 !

27. 2002-6-22Yunying Chen CNIER Government actions for Inclusion

28. 2002-6-22Yunying Chen CNIER 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

29. 2002-6-22Yunying Chen CNIER 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

30. 2002-6-22Yunying Chen CNIER 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

31. 2002-6-22Yunying Chen CNIER 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.

32. 2002-6-22Yunying Chen CNIER Stages of Evolution

33. 2002-6-22Yunying Chen CNIER 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

34. 2002-6-22Yunying Chen CNIER 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

35. 2002-6-22Yunying Chen CNIER 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

36. 2002-6-22Yunying Chen CNIER Educational Reform for Inclusive Education

37. 2002-6-22Yunying Chen CNIER 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

38. 2002-6-22Yunying Chen CNIER Organizational behavior- encourage progress Team work Sector-wide collaboration- Education, Health, Civil Affair,CWF,CFDP…. sharing responsibility sharing resources case study

39. 2002-6-22Yunying Chen CNIER 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

40. 2002-6-22Yunying Chen CNIER 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

41. 2002-6-22Yunying Chen CNIER Building Supportive System Policy Change for Inclusion Resources Center to support Inclusion School Development and management –Whole school approach –School curriculum team

42. 2002-6-22Yunying Chen CNIER 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

43. 2002-6-22Yunying Chen CNIER 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

44. 2002-6-22Yunying Chen CNIER End Notes

45. 2002-6-22Yunying Chen CNIER Three types of educational organization One tract education system Two tracts education system Multiple tracts education system

46. 2002-6-22Yunying Chen CNIER 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

47. 2002-6-22Yunying Chen CNIER 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

48. 2002-6-22Yunying Chen CNIER 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