Systematic Review on Chinese Special Education and Inclusive Education: China's Solution in Globalization

Abstract

Purpose: This study provides a comprehensive review of the highlights and developmental trends in special education in China over the past decade. Design/Approach/Methods: CiteSpace was used to analyze 1,564 academic papers published in the Chinese Journal of Special Education (CJSE), the only academic journal focusing on special education in China. Findings: Analysis revealed that the research highlights covered areas of special education governance, inclusive education (including learning in regular classrooms), teachers and the curriculum, the traditional “three basic disability types,” and the newly recognized category of Special Education Needs (SEN). The scope of research has expanded from a limited range of disability types to a wide range of SEN, policymaking has accelerated the development of China's special education, and curriculum reform has played a key role in facilitating the integration of general and special education systems. Originality/Value: The published papers fully reflect international frontier research in the field of inclusive education over the past decade, revealing the discursive system and practice mode of inclusive education with Chinese characteristics.