中国100座市闻名于世的小吃.docVIP

PAGE PAGE 3 Raising Children with Disabilities in China: the Need for Early Interventions Linda H. Chiang, Azusa Pacific University Azar Hadadian, Ball State University Abstract Parents’ active engagement in early learning and development is associated with better developmental outcomes and academic achievements. In China, the national strategy for Early Childhood Care and Education (ECCE) is coherent. This policy has raised the public awareness of the value of early childhood education (ECE). However, children with disabilities did not receive the attention, or resources as children in regular education programs (Education for All Global Monitoring Report, 2007, UNESCO). Based on the available sources children with disabilities are viewed mostly as a social issue rather than as medical issue. This presentation will address different issues including: child rearing practices, policies and interventions related to children with disabilities in China. Recent on site observation with disabled earthquake victims in Sichuan China will also be shared. Raising Children with Disabilities in China: the Need for Early Interventions Introduction There are approximately 2.46 million children under the age of 6 who are considered to exhibit some type of disabilities in China. Service for young children with special needs is a relatively recent phenomenon in the People’s Republic of China (PRC). China is confronted with the task of providing early intervention to this population. Issues related to early intervention include the shortage of appropriately trained professional, lack of sufficient numbers of early children special education programs, and support service to the parents and policies designating sufficient funds for services. Giving birth to a child with disabilities in China can be devastating; raising a child with disabilities is even more difficult. The traditional view of giving birth to children with special needs is perceived as sins against their ances