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ERIC Number: EJ877945
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0827-3383
Special Education Practices in China and the United States: What Is to Come Next?
Worrell, Jamie L.; Taber, Mary
International Journal of Special Education, v24 n3 p132-142 2009
In the global arena, governments and educational professionals struggle with issues such as providing educational opportunities for all students, including identification and placement of students with disabilities. In spite of eligibility and placement issues, and a tremendous population of school aged children the Chinese have made inroads in terms of including students with disabilities in regular classrooms. In addition, The United States has made an effort to revamp education by developing models of Response to Intervention (RTI) to target and provide appropriate educational interventions to struggling learners who may or may not have a disability. RTI requires screening of every student to see what students may need extra help or remediation. RTI requires the use of scientifically validated instructional strategies and progress monitoring to ensure that each child is responding appropriately to the instruction provided. This article describes efforts made by the Chinese and the United States to provide educational opportunities for all students including those with disabilities. The authors describes both countries special education laws, definition of disabilities, present day special education practices and finally discusses the future of special education in both China and the United States.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States