ERG SES D 08, Health and Education
The aim of this study is to explore how a small group of Chinese hearing parents supported their deaf children’s inclusion in primary schools in Beijing, China.
China is one developing country with a population of 1.3 billion, which has a different culture and history from the developed countries. And China has experienced the rapid development in economy, education and society since China opened its door to the world in 1979. Within social and economic reform, special education and inclusive education have been developing fast. In the subject of disability, the development in inclusive education for deaf people has been quickly promoted by the implementation of some important laws for the disabled in 1990s, such as Compulsory Education Law, The Law on the Protection of Disabled Persons and The Regulations on the Education of the Disabled.
Based on the educational reforms in China in 1980s and 1990s, Learning in Regular Classrooms (LRC) was introduced to offer the access to general education for disabled children, particularly aiming at the students with hearing impairments, visual impairments, intellectual impairments (Deng & Manset, 2000). LRC has been developed into a form of inclusive education for disabled students over the last 20 years (Ministry of Education, 2008).
It was reported that the number of disabled students in mainstream schools is increasing in recent years. According to the China Disabled Persons’ Federation (CDPF), the number of students with hearing impairments attending mainstream schools has increased from 45% to 85.05% from 1987 to 2006 with the implementation of LRC (CDPF, 2007).
It is well known that parenting have a great impact on their children’s education and development (Pomerantz et al, 2007; Fan & Chen, 2001). It is also suggested that parental involvement in inclusive education is a crucial factor to facilitate the success of their disabled children’s educational experience and all-round development (Gargiulo, 2012). Compared wtih teachers and professionals, parents have a greater investment in their child’s education and know more about their child’s personality and characters (Gargiulo, 2012). In terms of parenting in China, Chinese parents could provide the best support for their child and pay much attention to their child’s academic achievement with Chinese culture value (Fan & Chen, 2011). However, there is a lack of research on the Chinese parents’ experience and perspectives of their disabled children’s inclusion in regular schools in China. Therefore, as part of a larger exploration of the perspectives of hearing parents of deaf children in China, this study examined Chinese hearing parents’ experiences of supporting their deaf child’s inclusion in primary schools in Beijing.
CDPF, China Disabled Persons’ Federation (2007) Main Data from the Second National Sample Survey on Disability in 2006. [online] Available at: http://www.cdpf.org.cn/ztzl/special/CDRS/yjzc/200711/t20071121_267788.html (Accessed: 30/09/2015) Charmaz, K. (2006) Constructing Grounded Theory: a Practical Guide through Qualitative Analysis. London: Sage Publications Ltd. Charmaz, K. (2014) Constructing Grounded Theory. 2nd edn. London: Sage Publications Ltd. Deng, M. & Manset, G. (2000) ‘Analysis of the “Learning in Regular Classrooms” movement in China’, Mental Retardation, 38(2), pp. 124-130 Ellis, C. (2009) Revision: Autoethnogrpahic Reflections on Life and Work. Walnut Creek: Left Coast Press. Ellis, C. & Bochner, A.P. (2000) Autoethnography, personal narrative, and personal reflexivity. In: Denzin, N. & Lincolin, Y. (Eds), Handbook of Qualitative Research. 2nd edn. London: Sage. pp. 645-672 Fan, X. & Chen, M. (2011) ‘Parental involvement and students’ academic achievement: a meta-analysis’, Educational Psychology Review, 13(1), pp1-22 Gargiulo, R.M. (2012) Special Education in Contemporary Society: an Introduction to Exceptionality. 4th media edn. Los Angeles: The Sage Publications. Ministry of Education of the P.R.China & Chinese National Commission for UNESCO (2008) National Education Development Report to the 48th Session of the International Conference on Education – Inclusive Education in China. UNESCO. [online] Available at: http://www.ibe.unesco.org/National_Reports/ICE_2008/china_NR08.pdf (Accessed: 15/04/2013) Pomerantz, E.M., Moorman, E.A. & Litwack, S.D. (2007) ‘The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better’, Review of Educational Research, 77(3), pp. 373-410
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.