Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the Guidelines for the Evaluation of the Quality of Special Education Schools

Abstract

Purpose: This study reviews the development of special education policies in China and analyzes the major characteristics of policy changes from a critical perspective within specific sociocultural contexts in China. Design/Approach/Methods: Interpretations of the newly published Guidelines for the Evaluation of the Quality of Special Education Schools are highlighted to reveal the recent manifestations of policy mandates for special education in China. Findings: China accelerated its policy formulation on special education after the 1980s, moving away from a focus on universalization to quality enhancement and a holistic high-quality “special education system” under the mandate of legislation rather than non-binding regulatory recommendations. This policy aims to develop a high-quality system with accountability that responds to global trends toward inclusive education and fulfills local needs in a pragmatic manner. The mandatory approach to appropriate student development indicates that the goals of equitable and high-quality inclusive education have been taken as core evaluation indicators of the provision of special education in China. Originality/Value: The paper's findings indicate that future policies need to be more concrete and operational for special education to be implemented effectively.