04. Inclusive Education
Paper
Special Education or Mainstream Schooling?: Decoding Parental Choices in the Chinese Setting
Jahirul Mullick1, Han Jiang2, Qiusu Wang1
1Wenzhou-Kean University, China, People's Republic of; 2Zhejiang Normal University
Presenting Author: Mullick, Jahirul;
Wang, Qiusu
In the evolving landscape of Chinese education, the 'Learning in Regular Classroom' (LRC) framework has evolved into a cornerstone of inclusive practices, specifically tailored to provide support for students with identified disabilities (Xu et al., 2017). In 1988, the National People’s Congress (NPC) of China initiated discussions on integrating students with special needs into mainstream schools, marking the genesis of inclusive education in China (McCabe, 2003; Zhang & Miao, 2022). Since then, China has witnessed the emergence of a few nationwide legal instruments related to public education for students with disabilities under the Learning in Regular Classroom (LRC) model. These encompass two laws overseen by the NPC standing committee, one statute from the State Council, and two normative documents from the Ministry of Education. While these laws mandate free education for students with disabilities and obligate schools to provide opportunities, none were specifically designed for the LRC model, which synthesizes these legislative actions (Zhang & Arya, 2023). It is evident that the LRC model, prevailing for decades, serves as a proposed solution for implementing compulsory education for children with disabilities, forming the core model for inclusive education in China. However, a comprehensive exploration is essential to understand stakeholders' perspectives, particularly those of parents with children with disabilities.
To address this need, the current study was conducted to identify the factors influencing the decision-making process of parents when faced with the choice between regular and special schools, with a specific focus on the prevailing legal framework underpinning the LRC model. Furthermore, a crucial aspect of the investigation involved assessing the extent to which parents, acknowledged as central figures in the educational process, are granted recognition as equitable partners in pivotal decision-making processes, especially concerning the educational journey of their children with disabilities.
Parents who participated in this mixed method study reported that school principals play a decisive role as decision-makers in determining whether their children could gain admission to regular schools. When enrolling their children with disabilities in mainstream schools, parents' comments emphasized their recognition that, in contrast to regulatory frameworks, the ultimate determination of whether their children can attend these schools lies with the approval of the school principal. Despite the legal mandates of the 'Learning in Regular Classroom' (LRC) model and nine-year compulsory education, which prohibit schools from rejecting children based on their special needs, parents highlighted that schools could still find justifiable grounds to suspend their children if perceived as burdensome. According to parental perspectives, inclusive education appeared to be viewed by school principals more as a personal favor or act of kindness than a legally binding obligation for public schools.
The study also unveiled that, when confronted with the absence of a formal mechanism to address conflicts related to inclusive education, parents experienced vulnerability when their children with disabilities faced rejection or encountered unfair treatment in school. Confronted with this void, parents turned to informal avenues, including transferring their children to another school or committing additional financial or psychological resources, in a bid to ensure an uninterrupted educational journey for their children with disabilities.
Moving beyond individual choices, the research found that the broader challenges facing the implementation of inclusive education in China. These challenges encompass limited teacher training, insufficient resources, attitudinal barriers, and infrastructural limitations. Attitudinal barriers among teachers, students, and parents can hinder the successful implementation of inclusive education. Negative attitudes or stereotypes about students with disabilities may lead to exclusion rather than inclusion (Zhao et al., 2022). Empowering parents with knowledge emerge as a requirement, necessitating comprehensive initiatives to bridge the awareness gap around inclusive education principles (Zhang & Chen, 2021).
Methodology, Methods, Research Instruments or Sources UsedThis study employs a sequential mixed-methods approach, commencing with a quantitative research phase, followed by qualitative inquiry, to comprehensively investigate the intricate landscape of parental choices in the Chinese educational setting. The initial quantitative phase involved administering a structured survey to a diverse sample of parents across various regions in China. The survey aimed to quantify the prevalence of specific factors influencing school choices, assess overall parental knowledge about inclusive education, and gauge trust in schools and teachers.
Building upon the quantitative findings, the subsequent qualitative phase featured in-depth interviews with parents or caregivers whose children are enrolled in either regular or special schools. These interviews delved into the factors influencing their decisions, perceptions of inclusive education, and experiences with the existing legal framework. The qualitative data revealed a pervasive lack of trust in the inclusive model, concerns about schools' capability, and frustration with the inadequacy of legal enforcement.
The combination of quantitative and qualitative data allowed for a comprehensive understanding of the factors shaping parental decisions in the Chinese educational context. The survey results confirmed the prevalence of trust deficits, concerns about schools' capability, and the perceived need for enhanced legal enforceability. Furthermore, statistical analysis provided a broader perspective on the prevalent factors identified through the qualitative phase, offering a more nuanced insight into the complexities of parental decision-making in the realm of Chinese education.
Conclusions, Expected Outcomes or FindingsThe findings of this research shed light on the multifaceted nature of parental choices in the Chinese educational landscape, revealing intricate dynamics influenced by legal frameworks, parental trust, and perceptions of inclusive education. The qualitative phase unravels rich narratives, capturing the lived experiences of parents navigating the complexities of school choices. Concurrently, the quantitative survey provides a quantitative lens, offering statistical insights into the prevalence and impact of specific factors. As the research unfolds, it becomes increasingly evident that fostering parental trust and knowledge emerges as a linchpin for successful inclusive education implementation. The study advocates for a recalibration of the existing legal framework, recognizing parents as integral partners in the educational journey and empowering them with the knowledge needed to make informed choices aligned with their children's unique needs. Ultimately, these insights contribute to a more nuanced understanding of parental choices, laying a foundation for policy recommendations aimed at enhancing inclusive education practices in China.
ReferencesMcCabe, H. (2003). The beginnings of inclusion in the People’s Republic of China. Research and Practice for Persons with Severe Disabilities, 28(1), 16–22. https://doi.org/10.2511/rpsd.28.1.16
Xu, S., Cooper, P., & Sin, K. (2017). The “learning in regular classrooms” initiative for inclusive education in China. International Journal of Inclusive Education, 1(22), 54–73. https://doi.org/10.1080/13603116.2017.1348547
Zhang, C., & Miao, X. (2022). Systematic review on Chinese special education and inclusive education: China’s solution in globalization. ECNU Review of Education, ,1–28. https://doi.org/10.1177/20965311221147310
Zhang, H. & Arya, D. (2023). Tracing textual silences and ideological tensions in adopted inclusive education legislation in China. Linguistics and Education, 78. https://doi.org/10.1016/j.linged.2023.101245
Zhang, H., & Chen, C. (2023). “They Just Want Us to Exist as a Trash Can”: Parents of Children with Autism Spectrum Disorder and Their Perspectives to School-Based Bullying Victimization. Contemporary School Psychology, 27, 8–18. https://doi.org/10.1007/s40688-021-00392-3
Zhao, M., Cheng, L., Fu, W., Ma, X., & Chen, X. (2022). Measuring parents’ perceptions of inclusive school quality in China: the development of the PISQ scale. International Journal of Developmental Disabilities, 66(6). https://doi.org/10.1080/20473869.2021.1895696
04. Inclusive Education
Paper
Embracing the Future. Giving the Floor to Families of Adults People with Disability between hope and social issues
Elena Zanfroni1, Silvia Maggiolini2, Beatrice Del Grosso3
1Università Cattolica S.Cuore, Italy; 2Università Cattolica S.Cuore, Italy; 3Università Cattolica S.Cuore, Italy
Presenting Author: Zanfroni, Elena;
Maggiolini, Silvia
The culture of rights and the inclusive processes that promote the participation of people with disabilities in the community context has grown significantly in recent years, partly as a result of changes in demographic development at the national and international level. The progressive ageing of the population and the increased life expectancy represent a very significant challenge for both people with disabilities and their families. This is a social and cultural challenge we have to face not only to guarantee inclusion and participation rights, but also to implement organizational and managerial practices and processes that make them possible. It is therefore increasingly necessary to promote reflections, to develop project ideas and practical experiments aimed at building the adult identity of people with disabilities. The creation of an adult identity is the most important prerequisite for being able to relate to and to perceive oneself as such. On the basis of these considerations, the Centro Studi e Ricerche per la Disabilità e la Marginalità (CeDisMa), in order to face the request of some educational services, in Northern Italy, carried out a research project aimed at investigating, identifying and defining the main aspects - pedagogical, architectural, organizational and managerial - of a scientifically grounded, innovative and sustainable design of daytime services for disabled adults.
Specifically, this study was developed within two epistemic macro-areas, each structured into different work phases and related purposes: first macro-area - the state of the art and second macro-area - in-depth study.
Through a structured methodological framework, the survey, carried out between May 2021- March 2022, identified and defined important elements for the design of these services.
The emerging aspects highlight many points of interest on the pedagogical, managerial and structural level that can guide debates and actions in this field and open up further research areas.
The role of the family experiencing the disability of one of its members has gained increasing recognition. Understanding functions, needs and possible contributions that the family can offer means going beyond a care perspective, highlighting instead its qualities and skills, sometimes not immediately visible and that require to be enhanced. On the basis of these considerations, the families of adults with disabilities attending day care centers in the analyzed area, were also involved in the research project through the administration of a questionnaire. The aim was to offer them opportunities to intervene and share their needs, expectations and requirements.
A total of 20 people were reached.
Methodology, Methods, Research Instruments or Sources UsedIn order to achieve the general aims of the project and the specific purposes for each work phase, the methodology of the research design was conceived in relation, on one hand, to the complexity of the object of investigation and, on the other, to the need to acquire the many elements considered fundamental for structuring innovative proposals, carefully adapted to the specificities and needs of the territory.
In this sense, the structural structure of the research represents a methodological device of great relevance and effectiveness, on a scientific and operational level, due to the possibility of combining two necessarily interconnected dimensions: that of the investigation, which provides the essential cognitive support to act and modify the present reality; and that of the intervention, according to a logic of implementation and/or improvement, on the basis of the elements acquired, of the present reality.
The research focused on all the details necessary to clarify the state of the art regarding the current and future scenarios in the field of care for adults with disability, with particular attention to a specific territorial reality in northern Italy.
The areas investigated are related to three key points:
• the planning of services for adult disability, which is still too often guided by emergency logics instead of educational ones;
• the planning of activities aimed at users;
• the individual profile of professionals and the definition of their identity.
Conclusions, Expected Outcomes or FindingsThe theme of the promotion of the adulthood of persons with disabilities, especially in the presence of particularly complex conditions, represents, also in the light of the socio-cultural transformations taking place and of the emergence of new demographic scenarios, a priority in the sphere of research, in its various disciplinary declinations, and in the agendas of national and international policies.
What clearly emerges, in fact, is the need to initiate concrete actions of analysis and rethinking of the interventions and proposals made by these services, through the implementation of innovative tools for the planning, verification and evaluation of activities.
Specifically, the survey conducted and presented in this work has made it possible to focus on all the details necessary to obtain a snapshot of the state of the art regarding the current scenarios of the structures and realities in question, with particular attention, specifically, to the reality of the Cantù territorial ambit. The areas investigated concern, in detail, three crucial nodes
• the planning of services for adult disability, which still appears too often oriented by instances more of an emergency nature than educational in the strict sense of the term
• the planning of activities aimed at users;
• the profile of individual operators and the definition of their professional identity.
At the end of the process, it now seems appropriate to outline the most significant elements that have emerged, on the basis of which we can hypothesise interventions and future work perspectives.
ReferencesCoyle, C.E., Kramer, J. & Mutchler, J.E. (2014). Aging together: Sibling carers of adults with intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 11(4), 302-312
Cottini L., Fedeli D. & Zorzi S. (2016). Qualità di vita nella disabilità adulta. Trento: Erickson
Cottini L. (2016). L’autodeterminazione nelle persone con disabilità. Percorsi educativa per svilupparla. Trento: Erickson
Dolan, E., Lane, J., Hillis, G. & Delanty, N. (2021). Changing trends in life expectancy in intellectual disability over time. Irish Medical, 112(9), 1006
Galluzzo, L., Gandin, C., Ghirini, S. & Scafato, E. (2012) L’invecchiamento della popolazione: Opportunità o sfida. Notiziario Istituto Superiore della Sanità, 25
Giaconi, C., Socci, C., Fidanza, B., Del Bianco, N., d'Angelo, I. & Capellini, S. A. (2020). Il Dopo di Noi: nuove alleanze tra pedagogia speciale ed economia per nuovi spazi di Qualità di Vita, MeTis-Mondi educativi. Temi indagini suggestioni, 10(2), 274-291.
Gjermestad, A., Luteberget, L., Midjo, T., & Witsø, A. E. (2017). Everyday life of persons with intellectual disability living in residential settings: a systematic review of qualitative studies. Disability & Society, 32(2), 213-232.
Goussot, A. (2013). Autismo e competenze dei genitori: metodi e percorsi di empowerment. Rimini: Maggioli Editore.
Goussot, A. Il disabile adulto. Rimini: Maggioli Editore.
Peck S. (1978) The road less travelled
Verdugo, M., Navas, P., Gòmez, L. & Schalock, R. (2014). The concept of quality of life and its role in enhancing human rights in the field of intellectual disability. Journal of Intellectual Disability Research, 56 (11), 1036-1045
Verga M., Il Dopo di noi e il durante noi: brevi riflessioni a cinque anni dall’approvazione della Legge 112/2016, in Sociologia del Diritto, 2, 2021
Vivaldi E., L’assistenza alle persone con disabilità (grave) prive del sostegno familiare, in Forum dei Quaderni Costituzionali, 1, 2021, pp. 563-575.
Wehmeyer, M.L., & Schalock, R.L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33, 8, 1-15
World Health Organization (2002). Active Ageing. A Policy Framework
World Health Organization (2016). Growing up unequal https://www.euro.who.int/__data/assets/pdf_file/0003/303438/HSBC-No.7-Growing-up-unequal-Full-Report.pdf
04. Inclusive Education
Paper
Insights from the Austrian Summer School. Can the intervention ensure school participation?
Robert Pham Xuan1, Jana Groß Ophoff2
1University of Innsbruck, Austria; 2University of Teacher Education, Vorarlberg
Presenting Author: Pham Xuan, Robert
UNICEF estimates that 616 million pupils worldwide have been excluded from regular schooling as a consequence of the coronavirus. As a result, many countries have put in place processes and structures, such as remedial education programmes, to address growing educational inequalities and promote school participation (Groß Ophoff et al. 2023). Such measures include summer-schools. They are typically used to reduce educational inequalities, in particular the socially disparate summer gap effect (Helbing et al. 2021). According to the faucet theory, pupils with low socio-economic status are disproportionately affected by summer learning loss (Alexander et al. 2001). The explanation for this phenomenon is that disadvantaged pupils have structurally less or no access to institutional and non-formal educational settings during holidays.
With regard to effects of summer-schools, there is evidence that they can have positive effects on pupils' literacy or numeracy skills, confidence and self-regulation (Cooper et al., 2000; Quinn et al. 2014; Lynch et al. 2023). However, the overall effect is expected to be rather small, at d=.23 (Hattie 2020). In addition, effect sizes are higher for middle class children than for low SES children. In addition, effect sizes are higher for middle class children than for low SES children. Successful programmes are characterised by the use of professional (trained) educational staff, meaningful preintervention assessment of performance and needs, parental involvement and the use of individualised support approaches (Zierer 2021).
The Austrian Ministry of Education (BMBWF) has introduced a ten-day summer-school at the end of the summer holidays in 2020. It aims to reduce the risk of learning loss for pupils with a non-german mother tongue and/or low academic achievement by providing individualised and linguistically adapted instruction during the summer holidays. In 2021, the programme was opened to all interested pupils and extended to other subjects (including Maths and English). The programme is now open to all pupils with different learning needs (repetition and consolidation of learning content, targeted support to compensate for deficits, preparation for the next school year and support for the transition to a new school form). Teaching should take place in small groups, across classes and school levels, and be project-oriented and language-sensitive. Student teachers and official teachers are responsible for the implementation of the programme (BMBWF 2023).
To date, there are only a few studies that provide insights into the summer school intervention. The main focus has been on the student teachers teaching in the summer school and their competence and professional development (Kart et al. 2022; Groß Ophoff et al. 2023; Lenz et al. 2023; Pham Xuan et al. under review). There is no evidence on the impact of the Austrian programme at pupil level. This study therefore focuses on the pupils who participated in the summer school. The research project aims to answer the following research questions:
- What experiences and perceptions do the students report after their participation in the summer school with regard to the objectives of the BMBWF?
- How are these reports to be interpreted in the light of the Faucet Theory?
To answer these questions, four group interviews were conducted with lower-achieving pupils (from less privileged backgrounds). The interviews provided an in-depth insight into the support programme and shed new light on the participants' experiences. The data were analysed using structured qualitative content analysis. The results will be discussed in the light of the international literature on the impact and conditions for success of summer-schools. Finally, the suitability of summer schools as an intervention to ensure school participation, as implied in the title, is addressed. The paper concludes with a discussion of conceptual considerations for the further development of summer-schools.
Methodology, Methods, Research Instruments or Sources UsedThe qualitative study design of group interviews was chosen for several reasons. Firstly, group interviews allow researchers to capture the opinions and experiences of multiple participants simultaneously, which can increase the efficiency of data collection (Nentwig-Gesemann & Gerstenberg 2014). Secondly, group interviews provide an opportunity to observe and analyse social dynamics and interactions within the group, and break up traditional interview settings with relatively unequal power relations between interviewer and interviewee (Vogl 2019).
Therefore, the interview questions focused on the pupils' experiences with the objectives set by the Ministry of Education (BMBWF) and their personal assessment of the teaching and learning environment. Other topics included expectations regarding participation, personal achievement development and relationships with staff in the summer school programme.
A total of 18 pupils participated voluntarily. 10 children were female and 8 were male. 11 of the pupils interviewed had a history of international migration. The average age of the pupils was 11.7 years. The average length of the interview was 32 minutes. Participants were selected in consultation with the organisers at the school site (selection criteria: previous academic performance and family background). The four group interviews took place in different schools in Tyrol. During the interviews, care was taken to create a sensitive and protective atmosphere for the children.
The audio files of the interviews were pre-transcribed using AI software (fx4), and then final transcribed in two rounds by the research team. The interview data were processed and analysed using structured qualitative content analysis (Mayring 2022). The structured data analysis was conducted using MAXQDA 26 software for qualitative data.
As part of the structured qualitative content analysis, a theory-based deductive category system was first developed. This was then applied to the text corpus (Mayring 2022). On the one hand, it is based on the literature on the characteristics of effective summer school interventions (teaching in small groups, performance diagnostics before the intervention, individualised support concepts, supervision by professional educational staff, etc.). The second thematic area was derived from the administrative objectives of the BMBWF. All theoretically based deductive categories were reflected in terms of the research interest of the summer school as a structure for school participation. During the coding process, text passages containing judgements, evaluations and experiences were categorised according to their deductive content. In addition, further themes and categories were identified inductively.
Conclusions, Expected Outcomes or FindingsOverall, the pupils were positive about the programme. They stated that they felt the summer-school was an enjoyable opportunity to repeat learning. The relationship with the teachers was particularly emphasised. The lessons were described as frontal teaching with elements of individual support. With regard to the requirements of the BMBWF, there is no evidence of project-oriented, language-sensitive or highly individualised teaching. The results point more towards conventional one-to-one tuition. The small group sizes and the quiet in the classroom were positively evaluated. The resource of the multilingualism of migrant pupils was not taken into account. Individual assessment was not mentioned by the pupils (BMBWF 2023). In the context of the Faucet Theory, the pupils' perceptions can to some extent be seen as an advantage, as they were at least able to have a positive experience of institutionalised education during the summer holidays (Alexander et al. 2001).
However, it must also be pointed out that the absence of some of the announced design features of the lessons and known effective features of the summer-schools points to possible development potential (differentiation and individualisation of learning as well as performance diagnostics). In this context, the group of trainee teachers who were largely responsible for organising and delivering the lessons should be mentioned again. If student teachers are to be used, it could be beneficial to give them more support in organising and running the summer school. Student teachers should therefore be given more support through mentoring programmes. This would presumably also benefit the quality of teaching and thus the educational experience of the participating pupils.
In summary, the proposed presentation is intended to contribute to the inclusion discourse, which refers to in-depth insights and experiences of disadvantaged students with institutionalised educational settings during out-of-school times in order to ensure school participation.
ReferencesAlexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23(2), 171–191.
BMBWF, (2023). Sommerschule 2023. Stand 2. Mai. 2023, https://www.bmbwf.gv.at/Themen/schule/zrp/sommerschule/sommerschule2023.html
Cooper, H., Charlton, K., Valentine, J. C., Muhlenbruck, L., & Borman, G. D. (2000). Making the Most of Summer School: A Meta-Analytic and Narrative Review. Monographs of the Society for Research in Child Development, 65(1).
Groß Ophoff, J., Helm, C., Bremm, N., & Reintjes, C. (2023). Aufholen in und nach Krisenzeiten. Zeitschrift für Bildungsforschung.
Hattie, J. (2020). Lernen sichtbar machen. In J. Hattie, W. Beywl & K. Zierer (Hrsg.), Lernen sichtbar machen. Baltmannsweiler: Schneider Verlag Hohengehren.
Helbig, M., Edelstein, B., Fickermann, D., Zink, C., & Himmelrath, A. (2022). Aufholen nach Corona? Maßnahmen der Länder im Kontext des Aktionsprogramms von Bund und Ländern. DDS - Die Deutsche Schule.
Herzog-Punzenberger, B., & Kart, A. (2021). Sommerschulen und andere Aufholprogramme – internationale Einblicke. SchulVerwaltung, 9(4), 106–109.
Kart, A., Groß Ophoff, J., & Pham Xuan, R. (2023). Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021. Language, Culture and Curriculum, 36(3), 276-292.
Lenz, S., Gamsjäger, M., Severa, M., Kladnik, C., Prammer Semmler, E., & Plaimauer, C. (2023). „… und dann sagten sie plötzlich Frau Lehrerin zu mir!“ Die Sommerschule als Lernfeld für Lehramtsstudierende. Zeitschrift für Bildungsforschung, 13(2), 237-257.
Lynch, K., An, L., & Mancenido, Z. (2023). The impact of summer programs on student mathematics achievement: A meta-analysis. Review of Educational Research, 93(2), 275-315.
Mayring, P. (2022). Qualitative Inhaltsanalyse (13. Aufl.). Weinheim: Beltz.
Nentwig-Gesemann, I., & Gerstenberg, F. (2014). Gruppeninterviews. Handbuch Kinder und Medien, 273-285.
Pham Xuan, R., Groß Ophoff, J. (under Review). How is summer school actually delivered? A latent class analysis of student self-reports from 2020-2022. Frontiers Education.
Quinn, D. M., Lynch, K., & Kim, J. S. (2014). Replicating the Moderating Role of Income Status on Summer School Effects across Subject Areas: A Meta-Analysis. Society for Research on Educational Effectiveness.
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