A Study On The Institutionalization Of Special Education In Modern China

Modern Chinese society has undergone enormous changes, along with education reform through. Western missionaries set up by the new church school education into China, causing the evolution of modern Chinese education model, they began to focus on the education of persons with disabilities in China in the 1830s, after 40 years of exploration, begin to set up special schools, opened China special Education precedent. This article focuses on special education in modern China, in 1874 to 1949 for a specific period, from special education laws, school system, school development to demonstrate the process of institutionalization of special education.The first chapter describes the rise of modern China special education reasons. With powers invaded China, missionary propagandized doctrine,carried out the early practice of special education and introduced the theory of special education in Western countries to China, which directly advanced the generation of Chinese special education; Chinese people opened eyes to the world, changing social attitudes, began to learn from the West and promoted the generation of new education in China, which provided an opportunity for the rise of special education; Under the promotion of Chinese vigorous propaganda and early practice, special education has developed rapidly.The second chapter from the time dimension to illustrate the institutionalization of special education in modern China. System gestation period, began in 1874 that China’s first special schools founded-Beijing Tong Wen Embassy of Blind, subsequently, special education regulations appeared, special school system begun to take shape, specialized educational institutions generated, education management fragmented, school education paid attention to remedy students’ defect. In 1928,the establishment of China’s first special education in public institutions- Public Blind Dumb School in Nanjing marked the special education system in China to enter the formation, in the meantime, special education has been a new development:special education law introduced, schooling system was basically determined, education executive power centralized to the government, specialized educational institutions multivariately developed, training objectives and curriculum system closer to general education, scholars began to specialize in special education. Especially in 1947,it was directly contributed to the initial formation of the special education system that government introduced two laws which are the "Improvement of the National Draft Blind Deaf Education Program" and "School for the Blind and Deaf School Regulations (draft)".The third chapter, based on the above, the authors believe development features of modern special education in China overall express:centralization, independent, localization, and standardization. The so-called centralization,that is the government’s management of special education is increasingly concentrated power;independence refers to special education separated from social charity separation, with a dedicated institutional settings, school sites, and other full-time staff, the function gradually clear;localization means Western special education into China, and the integration of the actual situation of Chinese education, and ultimately the formation of special education with Chinese characteristics; standardized mean special education in the development process of convergence and standardization.The fourth chapter, the research found:the special education system has been initially formed in 1949, its institutional history played an active role for China Modern Society, ensure the right to education of special groups of society, and promote the democratization and popularization of Chinese education.Through reflection of modern special education institutionalized, get some inspiration:government should as a strong backing for the development of education, attention to the power of private schools adhere to multi-channel school; teachers’ professional development is one of the criteria to measure the quality of education, teacher education need to develop and improve the overall level of teachers; the development of education to provide a relatively smooth the environment, maintain their relative independence.