The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design stud...

Full description

Saved in:
Bibliographic Details
Published in:Education sciences 2019-06, Vol.9 (2), p.95
Main Authors: Alduais, Ahmed, Deng, Meng
Format: Article
Language:English
Subjects:
Autism
before-after design
census bureau data
China
Collaboration
Compulsory education
Deafness
Education reform
Educational Change
Educational Needs
Educational Planning
Educational Policy
Educational Quality
Enrollment Trends
Foreign Countries
Graduation Rate
national plan 2010–2020
Researchers
School Personnel
Special Education
special education development
Special Schools
Teacher education
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design study at a 7-year interval including six variables of special education: number of schools, total enrolment, new enrolment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrolments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education—evidenced by an insignificant increase in total enrolment and graduates at the two compared intervals.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci9020095