Services for young children with disabilities in China’s rural area: a case study
Authors: Pang Yanhui 
Published: January 2020

Purpose
Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration.

Design/methodology/approach
The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme.

Findings
The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals.

Research limitations/implications
The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas.

Practical implications
The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration.

Originality/value
There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.