Parents as Teachers of Children with Autism in the Peoples' Republic of China

2013 ◽  
Vol 16 (2) ◽  
pp. 68-81
Author(s):  
Kathleen S. Puckett ◽  
Kathleen M. McCoy
Keyword(s):  
Communication Skills ◽  
Children With Autism ◽  
Educational Services ◽  
People’S Republic Of China ◽  
Training Center ◽  
People's Republic Of China ◽  
Further Training ◽  
Short Term ◽  
Republic Of China ◽  
Human And Social Capital

AbstractIn the People's Republic of China, many children with autism are excluded from government supported schools and parents are expected to deliver educational services. Parent training centers offer short term solutions by providing information regarding autism and instructional methods to parents of children with autism. In order to further refine teaching services, one training center encouraged parents to indicate which topics in a curriculum were important to them. Participants were 55 parents of children with autism ages 3–8, who completed a questionnaire in which they identified referral services received, needs and concerns for further training, and attitudes towards collaboration. Results indicated that parents' most important needs were centered on developing their children's communication skills and a desire to collaborate with teachers, and that they received very few initial referral services. Findings are discussed in the context of human and social capital for parents of children with autism in the People's Republic of China.

Policy Oscillations in the People's Republic of China: A Reply

1976 ◽  
Vol 68 ◽  
pp. 734-750 ◽  
Author(s):  
Edwin A. Winckler
Keyword(s):  
Social Science ◽  
Comparative Study ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Short Term ◽  
Contemporary China ◽  
Republic Of China ◽  
Reductio Ad Absurdum ◽  
Chinese Case ◽  
Heuristic Devices

Professor Nathan's pungent essay raises important issues for the politics of development in general and for drawing comparative conclusions from the Chinese case in particular. His cleansing scepticism demolishes some positions which may be held by authors in the China field and reminds others that the unstated assumptions in their models need better articulation. However he goes too far. What needs to be re-established is that clear and modest formulations of short-term recurrence, interdependence among policies, and two-sided policy disagreement are not avoidable errors but indispensable heuristic devices in the conceptual repertoire of China watchers. In fact it would be a great disservice to stùdies of contemporary China and to comparative study of the Chinese case if Professor Nathan were allowed to succeed in his attempt to identify all such analyses with his reductio ad absurdum of some of them. Let us try to rescue the possibility of constructive social science modelling of the three principal issues Professor Nathan raises.

scholarly journals Returning Migrants in the People’s Republic of China: Challenges and Perspectives—Evidence from Chongqing

2020 ◽  
Author(s):  
Gohar Tadevosyan ◽  
Shaojun Chen ◽  
Rong Liu
Keyword(s):  
Family Relations ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Pull Factors ◽  
Push And Pull Factors ◽  
Republic Of China ◽  
Working Paper ◽  
Chongqing Municipality ◽  
Human And Social Capital ◽  
Push And Pull

This working paper examines the push and pull factors that shape return migration in the People’s Republic of China. This study draws on primary qualitative research in Dianjiang County of Chongqing Municipality. The push and pull factors are associated with the availability of assets both in migration destinations and back at home that the migrants can draw upon to support their livelihoods. These assets comprise financial, human, and social capital; family relations; access to social security, housing and infrastructure; and productive assets such as land.

The Beginnings of Inclusion in the People's Republic of China

2003 ◽  
Vol 28 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Helen McCabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Children With Disabilities ◽  
Children With Autism ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Significant Growth ◽  
General Education Classrooms

Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practices, focusing on the importance of parent efforts, are discussed.

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