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|Other Titles:||Teacher Education Reform under the Inclusive Education System in Mainland China|
National Taiwan Normal University Special Education Center
Inclusive education in mainland China was developed. The success of its implementation lay in teachers. Due to problems in teacher education, there were many challenges to the implementation of inclusive education. The reasons were that teachers did not have enough of an idea about how inclusive education works, as well as the investment limits, the imperfection of the law, and little research in this area. To solve those problems, the correct concept of inclusive education and enhancing their comprehensive understanding on the society should be established. In addition, what is also needed is formulating relevant laws, developing a teacher's professional code of conduct, increasing the investment in inclusive education and reducing the number of issues affecting teachers due to the regional difference. Finally, the curriculums of teacher education programs should be adjusted and more flexible teaching methods should be permitted.Inclusive education in mainland China is in the developing stage starting 1980 and continuing to the present. A key factor for the success of implementing inclusive education is related to teacher education, especially training in teaching students with special education needs. A lot of challenges have been encountered in such kind of teacher education programs. For example, not only parents and the public, even teachers and professionals by and large generally do not have enough idea about inclusive education; only a relatively small amount of resources have been invested in this; and very little research have been undertaken on this area in China. To solve these problems, the correct concept of inclusive education and enhancing their comprehensive understanding on the society were established. The relevant laws were to formulated, and the amount of tax dollars available of difference regional were increased, curriculums of teacher education programs were adjusted and flexible teaching methods were permitted.
|Appears in Collections:||特殊教育季刊|
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