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Reassessing Special Educational Needs in Rural China: Adopting the UK Framework with a Focus on Left-Behind Children

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Title: Reassessing Special Educational Needs in Rural China: Adopting the UK Framework with a Focus on Left-Behind Children
Language: English
Authors: Mengkun Li (ORCID 0009-0001-1929-434X), Hannah Anglin-Jaffe (ORCID 0000-0002-1320-9909)
Source: British Journal of Special Education. 2025 52(4):585-596.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Special Education, Student Needs, Foreign Countries, Students with Disabilities, Models, Classification, Elementary School Teachers, Rural Schools, Identification, Children
Geographic Terms: China
DOI: 10.1111/1467-8578.70055
ISSN: 0952-3383
1467-8578
Abstract: This study investigates the prevalence and distribution of special educational needs and disabilities (SEND) among left-behind (LB) and non-left-behind (non-LB) children in rural China, adopting the UK's broader SEND framework to address the limitations of China's current classification system. Using quantitative data collected from 17 primary school teachers in seven rural schools, representing 593 children, this research explores the relationship between LB status and SEND. The results reveal that 22.8% of the children were identified with SEND. This rate surpasses currently available statistics based on China's narrow definition of disability, yet aligns with global estimates. Contrary to expectations, LB status was not significantly associated with the prevalence or type of SEND. Cognitive and learning difficulties were the most prevalent type of SEND in both groups. These results challenge deficit-based assumptions about LB children's vulnerability and suggest that under-identification, structural limitations in teacher training, and the cultural normalisation of migration may obscure actual patterns of need. The study highlights the potential of adopting more inclusive, needs-based SEND frameworks in under-resourced educational settings, while cautioning that successful adaptation requires consideration of local capacities and cultural contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491852
Database: ERIC
FullText Text:
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  Data: Reassessing Special Educational Needs in Rural China: Adopting the UK Framework with a Focus on Left-Behind Children
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  Data: <searchLink fieldCode="AR" term="%22Mengkun+Li%22">Mengkun Li</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-1929-434X">0009-0001-1929-434X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hannah+Anglin-Jaffe%22">Hannah Anglin-Jaffe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1320-9909">0000-0002-1320-9909</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2025 52(4):585-596.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/1467-8578.70055
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  Data: 0952-3383<br />1467-8578
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  Label: Abstract
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  Data: This study investigates the prevalence and distribution of special educational needs and disabilities (SEND) among left-behind (LB) and non-left-behind (non-LB) children in rural China, adopting the UK's broader SEND framework to address the limitations of China's current classification system. Using quantitative data collected from 17 primary school teachers in seven rural schools, representing 593 children, this research explores the relationship between LB status and SEND. The results reveal that 22.8% of the children were identified with SEND. This rate surpasses currently available statistics based on China's narrow definition of disability, yet aligns with global estimates. Contrary to expectations, LB status was not significantly associated with the prevalence or type of SEND. Cognitive and learning difficulties were the most prevalent type of SEND in both groups. These results challenge deficit-based assumptions about LB children's vulnerability and suggest that under-identification, structural limitations in teacher training, and the cultural normalisation of migration may obscure actual patterns of need. The study highlights the potential of adopting more inclusive, needs-based SEND frameworks in under-resourced educational settings, while cautioning that successful adaptation requires consideration of local capacities and cultural contexts.
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  Data: 2026
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        Value: 10.1111/1467-8578.70055
    Languages:
      – Text: English
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        PageCount: 12
        StartPage: 585
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      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Student Needs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Models
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      – SubjectFull: Classification
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Rural Schools
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      – SubjectFull: Identification
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      – SubjectFull: Children
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Reassessing Special Educational Needs in Rural China: Adopting the UK Framework with a Focus on Left-Behind Children
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              Y: 2025
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