Addressing the Needs of Students with Autism and Other Disabilities in China: Perspectives from the Field

Autor/inn/en	Zhang, Dorothy; Spencer, Vicky G.
Titel	Addressing the Needs of Students with Autism and Other Disabilities in China: Perspectives from the Field
Quelle	In: International Journal of Disability, Development and Education, 62 (2015) 2, S.168-181 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2014.998175
Schlagwörter	Autism; Case Studies; Educational Methods; Disabilities; Foreign Countries; Intervention; Special Education; Educational History; Access to Education; Student Needs; Qualitative Research; Private Schools; Public Schools; Semi Structured Interviews; Principals; Coding; Teacher Recruitment; Teacher Education; Curriculum; Teaching Methods; Parent Participation; Success; Educational Legislation; Barriers; China (Beijing) + Suchen Sie Ihr Suchwort? Autismus; Case study; Fallstudie; Case Study; Educational method; Erziehungsmethode; Handicap; Behinderung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Private school; Privatschule; Public school; Öffentliche Schule; Principal; Schulleiter; Codierung; Programmierung; Lehrerrekrutierung; Lehrerausbildung; Lehrerbildung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Erfolg; Bildungsrecht; Schulgesetz
Abstract	Autism is a developmental disability that has gained increasing attention during the past several decades in China. The two case studies presented in this article examined the perspectives of two school leaders on educating students with autism in China. Two school principals, one from a public school and one from a private school, were interviewed during this study using 10 open-ended questions. Responses generated the following areas of discussion: teacher recruitment and training, curriculum and teaching methodology, parental involvement, and factors that contribute to success and present challenges. This study provides the readers with an update from the perspectives of two school leaders on the school system in China for children with disabilities, particularly for students with autism. Implications of the study and further suggestions for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01