TY - JOUR
T1 - To Separate or to Include
T2 - A Qualitative Study of Placement Decisions for Students With Special Education Needs in China
AU - Deng, Meng
AU - Ma, Ying
AU - Xie, Zhengli
N1 - Publisher Copyright:
© The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
PY - 2025/11
Y1 - 2025/11
N2 - Purpose: This study aimed to explore the perspectives of students with special education needs (SEN) and of relevant stakeholders on how they make decisions when choosing educational placements. Design/Approach/Methods: Eight students with SEN (four with intellectual disabilities and four with physical disabilities) who had transferred between special and regular education schools and their stakeholders, including parents, school principals, classroom teachers, and students without SEN, participated in the interviews. Findings: Findings revealed that students with SEN were torn between the two forms of conflict placement. Different educational placements implied different educational methods and effects, and educational effects contributed to placement choices in return. Placement decisions largely relied on SEN students’ abilities, stakeholders’ attitudes, and school policies, with SEN students’ abilities being the most dominant factor, implying a model based on personal ability instead of rights and support. Originality/Value: The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.
AB - Purpose: This study aimed to explore the perspectives of students with special education needs (SEN) and of relevant stakeholders on how they make decisions when choosing educational placements. Design/Approach/Methods: Eight students with SEN (four with intellectual disabilities and four with physical disabilities) who had transferred between special and regular education schools and their stakeholders, including parents, school principals, classroom teachers, and students without SEN, participated in the interviews. Findings: Findings revealed that students with SEN were torn between the two forms of conflict placement. Different educational placements implied different educational methods and effects, and educational effects contributed to placement choices in return. Placement decisions largely relied on SEN students’ abilities, stakeholders’ attitudes, and school policies, with SEN students’ abilities being the most dominant factor, implying a model based on personal ability instead of rights and support. Originality/Value: The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.
KW - Placement decisions
KW - regular education schools
KW - special education schools
KW - students with special education needs
UR - https://www.scopus.com/pages/publications/85162685538
U2 - 10.1177/20965311231180221
DO - 10.1177/20965311231180221
M3 - 文章
AN - SCOPUS:85162685538
SN - 2096-5311
VL - 8
SP - 978
EP - 998
JO - ECNU Review of Education
JF - ECNU Review of Education
IS - 4
ER -
