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A main purpose of the present study was to examine and compare attitudes toward inclusive education between parents of children with ASD, parents of typically developing children, and classroom teachers in China. The investigators also sought to explore factors influencing different stakeholders' perspectives. An attitude survey was distributed to 14 institutions in Shanghai and Anhui Province in China, including four kindergartens, two elementary schools, four special schools, and four private training agencies. Seven hundred and twelve responses were received, including 170 from parents of children with ASD, 337 from parents of typically developing children, and 197 from classroom teachers. Both multivariate and univariate analyses were conducted to compare differences in attitudes between groups. The results indicate that parents of children with ASD held the most positive attitudes toward inclusion, whereas classroom teachers held the least positive attitudes toward the inclusion of children with ASD. Further analyses revealed that not only were adults' attitudes influenced by their identities as parents or teachers, but their background may also influence how they perceive inclusive education. The findings of the study provided a comprehensive view on how different parties perceive inclusive education of ASD. It also provided empirical evidence that inclusion generally has a positive impact on people's attitudes toward ASD. Implications and suggestions for future research and practices were further discussed in the paper.

The aim of this study was to explore the influence of parental intolerance of Uncertainty (IU), sensory sensitivity (SS) and Broader Autism Phenotype (BAP), as well as the severity of their children's autism symptoms and co-morbid symptoms, on the mental health of Chinese parents of children with autism spectrum disorder (ASD). One hundred and twenty-two parents (86.9% mothers; M[subscript age] = 35.64 years, SD = 4.21) of children with ASD took part. Regression and mediation analyses showed that children's internalizing difficulties, parental BAP and IU had a direct effect, and SS had an indirect effect through IU, on parental mental health. We did not find a significant relationship between parental mental health and children's ASD severity. Our findings emphasise the need to focus on parental traits when considering their well-being and mental health, and have implications for the design of evidence-based services to support the needs of parents.

Autism spectrum disorders (ASD) were first reported in China in 1982. Since then, autism and other related disorders have been recognized by both the public and professionals. The importance of early intervention for children with ASD is becoming more accepted throughout China. A survey was designed to investigate the status of early intervention for children with ASD in China from a family system perspective. One hundred fifty-six parents of children with ASD from Shanghai, Beijing, and Shandong completed the survey. Results found that 93.2% ("n" = 141) of the children were identified with symptoms of ASD before age 3. There was a sizable delay between the time when symptoms were first identified and the families sought a diagnosis and the time when the diagnosis was made. Annual family income and age of the child when symptoms were first identified contributed to the delay in diagnosis. It was also found that more than half of the participants had positive beliefs related to ASD and more than 99% of the participants held positive attitudes toward early intervention. Almost 90% (89.7%) of the participants reported needing more financial support, and 100% indicated the need for appropriate services for their children with ASD. Family income level and maternal education level significantly influence family resources. Seventy-five percent of the families reported that intervention expenses and lack of social acceptance contributed to stress. Thirty percent of the participants reported that disagreements among family members about the child with ASD further contribute to the stress experienced. Implications of the findings are discussed in relationship to the evolving Chinese early intervention system of care.

Since the 1980s, children with disabilities in China have been integrated into general education settings; the practice is termed "sui ban jiu du", literally "learning in a regular classroom" (LRC). The term LRC means "receiving special education in general education classrooms", and it is regarded as a practical form of inclusion in China. This paper provides context for understanding the issues of teacher education and inclusion in China by comparing the concept of LRC in China to the international concept of inclusive education. It discusses the challenges for and development of LRC at the levels of policy and practice. The main issues involved in teacher education for special/inclusive education are discussed in relation to the culture and context of current policy and its implementation, teachers' attitudes toward LRC, the professional competence of LRC teachers, the shortage of qualified teachers, and the lack of a national system for special education certification. The final section considers strategies to develop high-quality inclusive education in China from the perspectives of policy development, professional development, and the development of procedures for policy implementation.