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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.

Aim: This study aimed to understand how children and families access early intervention in China. Background: Timely identification and high‐quality intervention is expected to prevent and reduce the occurrence and severity of chronic functional impairment for children with disability and is of great significance to individuals and the society. The current study recruited 1129 caregivers of children with disabilities from rural and urban areas of China were recruited to participate in a survey. Results: (a) The first concern about development was raised, usually by the parents, when a child with disabilities was 26 months of age, (b) developmental screening took place 4 months after the first concern and diagnostic evaluation happened 7 months after, (c) the types of early intervention programme varied across urban and rural areas and (d) child and family factors were found associating with age of detection. Conclusions: Findings highlight the concerningly late age of children being identified for early intervention and disparities in services between urban and rural areas in China. Implications are provided for practitioners, policy makers and future research. [ABSTRACT FROM AUTHOR]

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.

The COVID-19 pandemic has a multifaceted impact on mental health due to ill health, restrictions and lockdowns, and loss of employment and institutional support. COVID-19 may disproportionally impact families with special educational needs and disabilities (SEND) due to the already higher prevalence of mental health conditions in children with SEND and their parents. Therefore, it is essential to determine the short-term impact of the pandemic on the mental health of families with SEND in order to identify their ongoing health support needs. The current study aims to examine the anxiety level and concerns of children with SEND and their parents living in China. The sample consisted of 271 parents of children with SEND aged between 6 and 17 years (M age = 8.37; SD age = 2.76). Parents completed an online survey between 10 April to 8 June 2020. Both child and parental anxiety levels and various concerns increased after the initial wave of COVID-19 when compared with retrospective pre-COVID-19 levels. Parental anxiety and concern levels were significantly higher for those living in rural areas compared to urban areas. In addition, parental and child anxiety and concern levels were significantly correlated with each other. Parental anxiety at the lowest level made a unique and significant statistical contribution to children's anxiety levels. The implications of the study findings are discussed. [ABSTRACT FROM AUTHOR]

Ethnography is often considered as a suitable methodological approach to explore childhoods, nevertheless, there is limited reflection on ethics in the field in the Global South educational settings, such as China. Previous China-based fieldwork studies suggest complex field relationships as a major ethical challenge. Although the issue is especially prominent in research that contests "normative" Chinese childhoods, it hasn't been sufficiently discussed due to a culture of silence surrounding researchers' emotions and positionality. This paper uses emotional reflexivity as a lens to revisit two Chinese female researchers' experiences of fieldwork, respectively, with left-behind children and disabled children in Chinese primary schools. The analysis examines how we identified ourselves and negotiated complex relationships with school members and unpacks experiences of "sameness" and "otherness" and the vulnerability and creditability impacted by our fluid identities. The paper adds insights into ethical considerations of school-based ethnographic research with diverse children in the Global South. [ABSTRACT FROM AUTHOR]

Creative self-efficacy is a type of individual creative self-belief, which is an important predictor of creative activities and achievements. For gifted children who have high creative potential, the influencing factors of their creative self-efficacy need to be further explored. This study aimed to explore the relationship between gender, emotional intelligence, self-esteem, and creative self-efficacy in gifted children, with special attention on the mediating role of self-esteem and the moderating role of gender in the relationship between emotional intelligence and creative self-efficacy. Participants in this study included 226 gifted students aged 10–13 (135 boys and 91 girls) from experimental classrooms designed for gifted students in North China. The creative self-efficacy scale (CSE), the emotional intelligence scale (EIS), and the self-esteem scale (SES) were tested. The statistical results indicate that: (1) emotional intelligence significantly positively predicted creative self-efficacy in gifted children; (2) self-esteem partially mediated the link between emotional intelligence and creative self-efficacy; and (3) gender acted as a moderator for the mediation model, in which self-esteem played a complete mediating role in gifted boys, while the mediating role of self-esteem in gifted girls was not significant. The results of this study reveal the influential mechanism of creative self-efficacy in gifted children of different genders and may provide further implications for promoting the creative potential of gifted children. [ABSTRACT FROM AUTHOR]