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Abstract The article provides an overview of the forces that underpin present‐day special education practices in the People's Republic of China (PRC) and a review of politico‐historical forces that have shaped the development of current educational practices. The forces that have influenced different models for identifying disabilities and the reasons that certain disability categories have captured the attention of policy makers and educators are shared. In addition, information about the range of contemporary services for children with special needs is presented along with observations about approaches that are being contemplated for the future of special education service in the PRC. In light of an increased openness to market forces and an open‐door policy to information about Western special education practices, the opportunities for change in special education practices have probably never been greater. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 273–283, 2005.
Mcloughlin et al. (Fri,) studied this question.