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Learning Diversity in the Chinese ClassroomContexts and Practice for Students with Special Needs$
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Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs

Shane N. Phillipson

Print publication date: 2007

Print ISBN-13: 9789622098725

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789622098725.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2021. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 24 September 2021

Classroom Diversity: Towards a Whole-School Approach

Classroom Diversity: Towards a Whole-School Approach

Chapter:
(p.95) 4 Classroom Diversity: Towards a Whole-School Approach
Source:
Learning Diversity in the Chinese Classroom
Author(s):

Chris Forlin

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622098725.003.0004

The focus of this chapter revolves around the developments toward a whole-school approach to inclusive education in the Chinese (Confucian) society. A broad range of issues are discussed, including the acceptance of people with disabilities, major educational reforms in the Asian-Pacific region and the changing ideologies with regard to special education and Asian trends. How legislation and education for the disabled in Asia are implemented in the Confucian way is elucidated, and the role of special schools as well as some guidelines for the support of diversity in mainstream schools is discussed.

Keywords:   Whole-school approach, Educational reforms, Special schools, Ideologies, Legislation, Diversity

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