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The study focuses on how history, culture, social perceptions, and public policy shape special education and the shift toward inclusion. It analyzes transitional processes in programs, services, and policy developments across the three countries. Findings indicate these reform paths are challenging but show improving prospects for individuals with disabilities, with differing national trajectories.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inclusive-education-plans-and-practices-in-china-thailand-and-turkey-paper/602616/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inclusive-education-plans-and-practices-in-china-thailand-and-turkey-paper/602616.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main purpose of the paper?","Question",{"text":111,"@type":112},"To investigate how special education programs, services, and public policy transition toward inclusive education in China, Thailand, and Turkey, and to describe the development of related educational plans.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What factors are emphasized as influencing special education and inclusion?",{"text":116,"@type":112},"The paper highlights the roles of history, culture, social perceptions, and public policy in shaping special education and inclusive practices.",{"name":118,"@type":109,"acceptedAnswer":119},"What do the results indicate about inclusive education prospects in these countries?",{"text":120,"@type":112},"Reform is described as challenging, but prospects for individuals with disabilities in China, Thailand, and Turkey are improving, with each country showing distinct directions and initiatives.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},602616,1792094972,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":31},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","INCLUSIVE EDUCATION PLANS AND PRACTICES  \nIN CHINA, THAILAND, AND TURKEY  \nTANYATHORN HAUWADHANASUK  \nMUSTAFA KARNAS  \nMIN ZHUANG  \nSaint Louis University  \nABSTRACT  \nAs the changing world becomes more globalized and diverse, people become more connected. It is beneficial educators to learn about the educational practices of every nation. Educational planning efforts promote inclusive education and practices in the three countries: China, Thailand, and Turkey. It is important to raise awareness of the ways that history, culture, social perceptions, and public policy influence special education. The purpose of this paper is to investigate the transitional process of special education programs, services, and public policy toward inclusive education in China, Thailand and Turkey. In addition, this paper aims to present the development of educational plans that promote inclusive education and practices in these countries. The results of this paper indicate that the special education development and its process in China, Thailand, and Turkey are challenging. China is anxious for special education reform. Thailand has progressive special education initiatives spreading throughout the country. The education policies in Thailand and Turkey have addressed issues regarding children with disabilities and appear to move toward inclusion for individuals with disabilities. Indeed, the prospects for individuals with disabilities in these three countries are improving.  \nINTRODUCTION  \nIn response to the recognition of human rights, special education began gaining attention in China, Thailand, and Turkey in the mid-to-late 1900s. The governments of these countries have strengthened public policies to promote the development to meet the needs of special education services for children with disabilities. Although the Chinese government issued laws and regulations to protect educational rights for children with disabilities (China Disabled Persons’ Federation [CDPF], 2008a), there was no consistency in policy implementation. This inconsistency resulted in serious consequences of discrimination in the educational system (“Human Rights Watch,” 2013) . Special education services were in need of improvement and making progress (Wang, 2009) . According to Kritzer (2012), special education in China was quite similar to special education in the United States prior to the implementation of the Education for All Handicapped Children Actin 1975. The system was lacking consistency from school to school, city to city, and province to province. Social inclusion, educational support and interpersonal activities were neglected (Guo, 2016; Wang, 2009; Xu & Malinen, 2015).  \nAttitudes toward children with disabilities in Thailand may vary. Some parents of children with disability view themselves being punished by their actions in a previous life. But, some ChineseThai considered that having a child with Down Syndrome was a sign of good luck (Fulk, Swerdlik,& Kosuwan, 2002) . Other factors that have impacted attitudes toward disability include level of education, socioeconomic status, and rural versus urban geographic location. Educational reform has struggled to keep pace with rapid change in demand for special education services that may require a cultural paradigm shift regarding perceptions of children with disabilities (Fullan, 1993; Hallinger, 1998a, 1998b) . Children without disabilities have been integrated with children with  \nEducational Planning 29 Vol. 25, No. 1  \ndisabilities in the regular schools as much as possible. As a result, a mainstream class for children with disabilities has been included in at least one public school in each province (Chonlatanon, 1995) .  \nIn comparison to the United States, an emphasis on education of individuals with disabilities has started later in Turkey with the enactment of special education law, Ozel Egitime Muhtac Cocuklar Kanunu (1983), which is also known as “Law No. 2916,” and the legislative decree, Kanun Hu","cbCairGKWl1UIwg5","https://ap.wps.com/l/cbCairGKWl1UIwg5","pdf",464000,"English","# Abstract\n# Introduction\n## Human rights and policy development\n## Cultural attitudes and social perceptions\n# Overview of special education systems\n## China: cultural foundations\n## Thailand: legal and historical development\n## Turkey: legislation and implementation issues","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To investigate how special education programs, services, and public policy transition toward inclusive education in China, Thailand, and Turkey, and to describe the development of related educational plans.\"},{\"question\":\"What factors are emphasized as influencing special education and inclusion?\",\"answer\":\"The paper highlights the roles of history, culture, social perceptions, and public policy in shaping special education and inclusive practices.\"},{\"question\":\"What do the results indicate about inclusive education prospects in these countries?\",\"answer\":\"Reform is described as challenging, but prospects for individuals with disabilities in China, Thailand, and Turkey are improving, with each country showing distinct directions and initiatives.\"}]","INCLUSIVE EDUCATION PLANS AND PRACTICES IN CHINA, THAILAND, AND TURKEY - Paper | PDF"]