The provision of inclusive education at preschool level is fairly new in China. The Chinese government is interested in expanding and improving the quality of inclusive services and improving the quality of ECE programs for children with disabilities (Hu & Szente, 2010). Most recently, in a national planning concerning equity in education, the Chinese government called upon professionals to explore the concept of quality preschool inclusion in the Chinese context and methods for assessment (Hu & Li, 2012a; 2012b; The State Council, 2010).

 

Although no federal legislation (such as the IDEA in the U.S.) can guarantee a special need child's access to preschool education; the government, over the past decades, the government has been advocating the inclusion of these children in regular kindergartens through national planning and other legal guidelines, such as the Guideline for Protection of People with Disabilities. Still, very few kindergartens in big cities, such as Beijing and Shanghai, are practicing inclusion services at the preschool level.

 

So far there is a paucity of research on preschool inclusion in China, with past research mostly focused on surveying professionals' knowledge and attitudes toward inclusion (Hu & Szente, 2010). It is very important for future studies to provide empirical evidence that can guide the policy reform and classroom practice so that children with disabilities can have more access to meaningful early childhood education experiences with increased likelihood to success in inclusive society. Therefore, our centre is conducting a series of study to explore the following issues concerning early childhood preschool inclusion in Chinese sociocultural and policy contexts.

 

On-going Research Projects

 

What constitutes quality early childhood inclusion practices in Chinese kindergarten classrooms?

 

Assessment of quality early childhood inclusion practices in Chinese kindergarten classrooms: Challenges and prospects

 

Examining Engagement and Interaction of Children with Special Needs in Inclusive Kindergartens in China

 

Whole-group teaching: The dilemma of preschool inclusion in Chinese classrooms

 

Embedded Learning Opportunities for Children with Autism and other Developmental Disabilities in Inclusive Settings

 

 

 

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