The Challenges for Inclusive Education in China - Essay Example

?Challenges to Inclusive Education in China A report on inclusive education published by UNESCO (2003) describes inclusive education as necessary to overcome exclusion and marginalization in society. Basically, inclusive education requires that children with diverse backgrounds and learning difficulties study in regular mainstream schools as opposed to special schools. The report further explains that inclusive education is not only necessary for children with special needs, but also for regular school children to help them develop values of inclusiveness, empathy and understanding. Education is the right of every child and educational opportunities should be based on equity rather than privilege. Instituting inclusive education requires a perceptual shift in addition to supportive policies, resources, curriculum and human resource development. This report discusses some of the challenges to implementing inclusive education in China where several attempts have been made since the 1980s and 1990s. Structural Challenges Although China has made a number of attempts to implement inclusive education, several historic and cultural factors pose challenges to its successful implementation. Zhu and Wang (2010) highlight some of these challenges in their study on the integration of children with special learning needs in regular classrooms. They reveal that despite national policies, special education classrooms and departments in universities are conducted separately from mainstream classes. Similar kinds of discrimination and exclusion are found in the teaching activities and classroom management. They argue that the very foundation of the educational system is constructed on a binary pattern which does not allow for effective inclusion. Zhu and Wand (2010) openly admit that the teaching methodologies and examination techniques required of teachers in an inclusive system are simply beyond the capability of current Chinese teachers. A conceptual paper on inclusive education by UNESCO (2003) validates the findings of Zhu and Wang (2010) by identifying some of the same barriers to inclusive education. The report highlights the challenge posed by socio-economic factors such as inadequate educational facilities and inequalities bred into the educational system. Poor human resource management in the form of teachers lacking necessary qualifications and motivation and absence of required teamwork all contribute to halfhearted attempts at inclusive education. Administrative Challenges Malinen (2013) shows some interesting trends with regard to inclusive education in China. For instance, Malinen (2013, p. 6) reveals that almost 60% of Chinese children with disabilities already study in mainstream schools. However, this optimistic figure is based on a disability assessment system that is based on functional disability such as visual, hearing, language, intellectual, physical and mental disability. On the other hand, the WHO categorizes disabilities along cognition, mobility, self-care, getting along, life activities, and participation domains. Thus, the performance of inclusive education in China appears deceptively positive. Some legal and social challenges include the difficulty of children of economic migrants to large cities getting admitted to schools in the cities. The large classroom sizes, rote learning and an assessment system based on competition rather than teamwork also make it difficult to implement inclusive education. Malinen (2013) also notes that teachers spend little time in planning lessons for inclusive classrooms. The UNESCO (2003) report also reflects similar views such as the inadequacy of the curriculum to meet the diverse learning needs of inclusive classrooms. Inclusive schools are often inaccessible to scattered populations which also pose a strong challenge. Chen (n.a.) also notes the problem of large classrooms for inclusive teaching to take place. The dearth of effective teaching aids further complicates the situation for teachers, who are inadequately trained at times. Poor school management and human resource practices such as overworking and underpaying teachers reduces motivation and interest in the job. Chen (n.a.) also notes that the curriculum followed in Chinese schools is centralized with little room for adapting to suit individual learner needs. Assessment and evaluation methods are also standardized. The UNESCO (2003) report expresses concern over the practice of increasing the number of children in inclusive schools without paying attention to the quality of education (p. 13). In the race to meet enrollment targets, schools may be compromising on the quality of education. This is reflected in the case of China where students are enrolled in large classes but the teachers are neither motivated nor trained to meet their learning needs. Peng (n.a.) discusses some of the problems associated with a government program for inclusive education for visually-impaired children in the early 1990s. Both state and local governments collaborated to implement this program, but several challenges were identified. Successful integration was difficult because the teachers were assigned more responsibilities than they were capable of handling. High student-teacher ratios prevalent in many Chinese cities and rural areas are not conducive to inclusive education. Peng (n.a.) notes that while inclusive education costs less than parallel systems for mainstream and special needs children, shortage of funds still existed. Poor teacher training was also a major challenge to successful implementation of the program. Ineffective Curriculum Development and Teacher Training Byers (2004) advocates a differentiated approach to developing teaching and assessment strategies in inclusive classrooms. Inclusive classrooms are composed of diverse populations which should be used as a strength to enhance the quality of education for all students. Lesson plans should be developed keeping in mind the needs of mainstream as well as special needs learners. Activities that incorporate multiple intelligences should be devised. The progress of students should be evaluated not by comparing their performance with other students, but by comparing their current performance with their earlier performance. Byers and Rose (2012) suggest classroom management as well as curriculum development techniques as challenges to implementing inclusive classroom teaching. They advocate the development of individual behaviour management programmes for each learner in the classroom. When dealing with learners with special needs, teachers are currently unable to use individualized approaches to communication and impart skills that can be applied in the everyday life of the student. Learning outcomes for each lesson are also not developed in accordance with the special education needs of diverse learners. The UNESCO (2003) report advocates a flexible curriculum that can provide ample scope for addressing the diverse needs of learners in inclusive classrooms. Teachers trained in multiple intelligences, for instance, are in a much better position to manage inclusive classrooms more effectively. Such an approach may also help to reduce support for class repetition for slow learners. The training needs of teachers have also been discussed by Yan (2011). Yan (2011) discusses in his study that many teachers hold negative perceptions about their ability to conduct effective inclusive classroom teaching. Hence, there is a need for training teachers and motivating them. The study recommends that teachers should be provided training for addressing the learning needs of diverse learners and to use diversity as a springboard to learning. In addition to knowledge, there should be an emphasis on acquiring skills and values in the classroom. The UNESCO (203, p. 17) report also criticizes the dominant assessment strategies used in current environments. The knowledge-based examinations are criticized for lacking reliability and validity. At the same time, standardized tests cannot meet the evaluation needs of learners with diverse capacities. A report by the International Bureau of Education (2007, p.17) also targets the “examination-oriented” Chinese education system as a challenge to inclusive education. Very large class sizes also make it difficult for teachers to address individual learning needs. The report also states that the absence of school-based training for teachers is also a major cause of poor inclusive education in China. The curriculum also does not encourage student initiative or student-centered learning. The 2003 UNESCO (p. 13) report points to the problem of entrenched attitudes against inclusive education. It notes that in societies where segregated education has become the norm, diverting resources to create inclusive education can be a formidable challenge. It also indicates that a curriculum that does not meet the diverse needs of learners ceases to be relevant and cannot succeed. According to Feng (2007), negative attitudes held by teachers with regard to inclusive education are an important challenge to inclusive education in China. The education of children with disabilities has traditionally been viewed as the responsibility of the parents. The educational policies in China further reinforce this belief in parents as well as teachers by not addressing the importance of compulsory education for children with learning disabilities. Feng (2007) also finds that as a result of such norm and policies, teachers are neither interested in nor competent to provide inclusive education. The 2003 UNESCO (p. 14) report also addresses the challenge posed by irrational policies that institutionalize exclusion and discrimination. Such policies create the perception that certain children are incapable of being educated. In this way, the scope of education opportunities to these children becomes restricted. Funding and Resource Generation In addition to the funding challenge identified by Peng (n.a.), the 2003 UNESCO report (p. 15) discusses the problem of allocation of limited funds. The report explains that using funding as an incentive for schools will only encourage them to increase enrollment without creating the learning environment conducive to inclusive education. Challenges at the Legislative and Local Government Level Research by Deng and Poon-McBrayer (2012) describes some of the successes of the Chinese ‘Learning in Regular Classrooms’ inclusive education model. Despite a number of successes over a two-decade period, the system still faces challenges from insufficient resources, as highlighted by Malinen (2013), Peng (n.a.) and other scholars. Lack of cooperation of local governments charged with responsibility for implementing the model is also cited as a significant challenge. The issue of local government cooperation is addressed in the UNESCO (2003, p. 25) report where it stresses training in inclusive education for local government officials and other stakeholders in the process. Cui (2013) highlights the legislative challenge to inclusive education in China. While commending the growth of inclusive education reform in the country, he also states that legislation often defeats the cause it intends to uphold. According to Cui (2013), legislation on inclusive education often creates barriers and reinforces negative attitudes about the education of children with disabilities. Therefore, structural inequalities created by legislation are one of the main challenges that inclusive education proponents should overcome. Conclusion The main challenges to inclusive education in China are administrative and cultural. School administrations are struggling to equip inclusive schools with well-trained teachers while parents of children with special learning needs need to appreciate the importance of inclusive education. Resources need to be invested in teacher training, curriculum development and making inclusive schools accessible to the target populations. The current curriculum and teaching methodologies are inadequate for meeting the learning needs of students. The Chinese government seems to be making inclusive education a major priority; however, cooperation from local governments is also essential for these efforts to be effective. Moreover, once general consciousness that inclusive education is beneficial for the whole society is raised, the prospects for inclusive education in China are likely to become much brighter. References Byers, R. (2004) 'Developing an inclusive curriculum in England: differentiated planning, teaching and assessment for pupils with severe and profound and multiple learning difficulties.' The Asia-Pacific Journal of Inclusive Education. 1, 107 – 129. Byers, R. and Rose, R. (2012) Planning the Curriculum for Pupils with Special Educational Needs – a practical guide (second edition). London: Routledge Publishers. Chen, Y. (n.a.). China policy on inclusive education. China National Institute for Educational Research. Retrieved from http://www.disabilitychina.org/Common/LoadFile.aspx?filePath=/...pdf%E2%80%8E Cui, F. (2013). Rights of children with disabilities in inclusive education in China. In Li, X. (ed.). Education in China: Cultural influences, global perspectives and social challenges. Nova Science Publishers. Deng, M., & Poon-McBrayer, K. F. (2012). Reforms and challenges in the era of inclusive education: the case of China. British Journal of Special Education, 39(3), 117–122. Feng, Y. (2007). The challenges of developing an understanding of inclusion as a concept for Chinese teachers. Paper presented to: Irish Association of Teachers in Special Education (I.A.T.S.E.) Conference, St Patrick's College, Dublin, Ireland, 7-9 June 2007. Retrieved from http://nectar.northampton.ac.uk/454/1/Feng2007454.pdf International Bureau of Education. (2007). Inclusive education: Regional preparatory workshop on inclusive education–East Asia. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_documents/2007/0711Hanghzou/Final_Report_of_ICE_Workshop_East_Asia.pdf Malinen, O. P. (2013). Inclusive education in China. University of Tampere Chinese Education Research and Exchange Centre. Retrieved from www.uta.fi/jkk/cerec/.../CEREC%20Working%20Paper%204.pd Peng, X. G. (n.a.). Integrated education background. Retrieved from http://www.icevi.org/publications/icevix/wshops/0299.html UNESCO. (2003). Overcoming exclusion through inclusive approaches in education: A challenge and a vision. Retrieved from http://unesdoc.unesco.org/images/0013/001347/134785e.pdf Yan P., (2011). The attitudes of mainstream primary school teachers toward inclusive education: a perspective from the People’s Republic of China. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 4(1). Zhu, J., & Wang, L. (2010). Humble opinions on inclusive education idea. International Education Studies, 3(3), 32-35. Read More