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Journal of International Special Needs Education

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Print ISSN: 2159-4341
Online ISSN:
2331-4001
Frequency: Bi-annually

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Article Citation:
Yuzhu Zheng, Susan P. Maude, and Mary Jane Brotherson (2015) Early Childhood Intervention in China. Journal of International Special Needs Education: March 2015, Vol. 18, No. 1, pp. 29-39.
https://doi.org/10.9782/2159-4341-18.1.29

Feature Articles

Early Childhood Intervention in China

Yuzhu Zheng, Ph.D., Susan P. Maude, Ph.D., Mary Jane Brotherson, Ph.D.

Iowa State University, United States

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A090267 to the University of Kansas. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.

Yuzhu Zheng, Iowa State University,
Abstract

With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other developing nations. This article discusses ECI in China including relevant policies, laws, and practices. Currently, the current policies and laws related to ECI are rarely implemented in China and ECI is facing immense problems. In order to help promote the re-examination of ECI in China, the authors suggest areas of improvement for policies and practices in China in order to better support children, families, and service providers.

Keywords: China, Early Childhood Intervention, Families, Laws, Policies