8“What does it mean for a child to ‘have a voice’ – and who gets to decide when that voice is heard?”

 It’s a simple question, but one that reaches far beyond childhood. For many neurodivergent people, finding their voice, learning how to express needs, set boundaries, and advocate for themselves is something that happens much later than it should.

We often think of self-advocacy as an adult skill, but it begins much earlier, in the small everyday moments where children are listened to, respected, and given space to express themselves.

Because for many neurodivergent people, being heard is not something they were taught early on; it’s something they are still learning.

Across all ages, having a voice shapes how we move through the world. It influences whether we feel able to ask for help, explain what we need, or say when something doesn’t feel right.

Many neurodivergent adults describe learning, often from a young age, to stay quiet, push through discomfort, or adapt themselves to fit the expectations around them. Over time, this can lead to exhaustion, frustration, and a growing disconnect from their own needs.

At its heart, the idea of neurodiversity reminds us that there isn’t just one “right” way to think, feel, or experience the world. And with that comes an important question:

If someone’s experience is different, are we creating space for them to express it?

 So why does having a voice matter so much, and what happens when it isn’t supported early on?

Having a voice is about far more than speaking.  It’s about being able to express needs, make choices, set boundaries, and feel safe saying “no.” It’s about understanding what helps, what doesn’t, and what feels overwhelming.

When children are listened to, they begin to learn something powerful: my needs matter.

Over time, this builds confidence and a sense of trust in themselves.

But when those signals are dismissed, a different message can take hold: maybe my needs don’t matter, or maybe I shouldn’t trust them.

 Self-advocacy isn’t something that appears overnight. It grows slowly, through repeated experiences of being heard and understood. Yet in many everyday moments, children’s voices aren’t intentionally silenced – but they are often overlooked.

This usually doesn’t come from a place of harm. It can look like rushing a child to answer, speaking for them, or brushing off discomfort with phrases like “you’re fine” or “just try it.” Often, it comes from a desire to help, to protect, or simply to keep things moving in a busy day.

But over time, these moments add up. When adults consistently step in too quickly, children have fewer chances to practice speaking for themselves. And sometimes, what we see on the outside doesn’t match what the child is experiencing on the inside.

Because sometimes, the voice is already there, we’re just not recognizing it.

Children communicate in different ways. A meltdown may be a response to overwhelm. Avoidance may signal anxiety. Silence may mean processing, uncertainty, or simply needing more time. Refusal may be a boundary.

When we begin to see behaviour as communication, rather than something to correct, everything shifts. We stop asking, “How do I fix this?” and start asking, “What is this child trying to tell me?”

 Because if we don’t recognize the voice, we can’t respond to it.

So, if children are already communicating in their own ways, our role isn’t to speak for them, but to support them in being heard.

This doesn’t mean stepping back completely. It means stepping back thoughtfully.

It might look like pausing before answering for them. Giving them time to respond, even if it takes a little longer. Encouraging them to express their needs in their own way, even if it’s not perfect.

These moments can feel small, but they matter. They give children the opportunity to practice having a voice, rather than relying on someone else’s.

And this shift doesn’t require big changes, it starts in everyday interactions.

In practice, building self-advocacy can be simple.

Offering choices: “Do you want to do this now or later?”
Teaching small phrases: “I need a break” or “That’s too loud for me.”
Encouraging children to ask for help themselves.
Respecting “no” when it’s safe and appropriate.
Allowing time to process and respond.

These small moments give children repeated opportunities to recognize their needs and express them in ways that feel manageable.

Over time, those moments build confidence.

Children who grow up feeling heard are more likely to become adults who trust themselves. They are more likely to set boundaries, ask for support, and speak up when something doesn’t feel right.

For those who aren’t given these opportunities, the experience can be very different. Many adults describe struggling to express their needs, pushing through discomfort, or feeling unsure of how to advocate for themselves.

The ability to speak up doesn’t suddenly appear later in life. It is built gradually, through everyday experiences.  So perhaps the question isn’t whether children have a voice, but whether we are creating the space for it to grow.

When we slow down, listen, and give children space to express themselves, in whatever way that looks like, we are doing more than supporting them in the moment.

We are helping them build the confidence to carry their voice into the future. So, in the everyday moments, at home, in classrooms, in conversations, it’s worth pausing to ask:

Whose voice is being heard?

And what small change could we make today to help it grow?

Kelsie Fitzgerald is an Irish educator and SENIA Beijing board member dedicated to fostering inclusive, neurodiversity-affirming learning environments. As Membership Chair, she helps connect families, educators, and professionals across the city, strengthening community support for diverse learners.

With a background in literacy, multilingual education, and student-centred pedagogy, Kelsie focuses on practical, compassionate strategies that make classrooms and school communities more accessible for all children. Her work blends creativity, reflective practice, and evidence-informed approaches to support students’ academic growth and emotional well-being.

She is passionate about helping every learner feel safe, capable, and understood, and believes that genuine inclusion begins with listening to students’ needs and celebrating their strengths.

Images: SENIA

It may be freezing cold in Beijing but you can still warm yourself, starting from the heart, by visiting the “2nd International Inclusive Art Exhibition” organized by Auesome Place and its partners in support of special needs education here in the capital city.

Since last November in Beijing when the first snowfall heralded the onset of early winter, the grand opening of the “2nd International Inclusive Art Exhibition” took place just beside the historical Lama Temple in a courtyard where the past and present meld.

This exhibition is not merely a celebration of art but a communion of souls. It showcases works from children of diverse backgrounds where each painting, each musical note, and each dance step reflect the inner world of its creator. As you stroll through the exhibition, every piece seems to narrate stories of bravery in the face of challenges, self-discovery, and the relentless pursuit of dreams.

Stepping into the warm exhibition hall, the walls are adorned with the children’s artworks. In these pieces, we see not only a display of color and form but also feel the unique spirit and emotions of each child. Their creations sparkle in the dim light of winter, showcasing their love for life and aspirations for the future.

Auesome Place believes that every child possesses a unique light waiting to be discovered and understood by the world. Each attempt and expression by these children is worthy of cherishing and applause. They celebrate not just the opening of an art exhibition but also the growth, courage, and creativity of these young minds.

The visitors pause to admire the artworks, their faces illuminated by the glow of the paintings, eyes sparkling with emotion and admiration. Every conversation, every smile within the exhibition hall radiates warmth and preciousness. These moments, just like the falling snowflakes, though fleeting, leave a lasting imprint in everyone’s hearts.

As they leave this space filled with art and emotion, and step back into the snow-dusted streets of Beijing, their hearts are filled with warmth and hope. In this prelude to winter, Auesome Place and all the participants have together composed an ode to inclusive education, demonstrating to the broader world the true essence of inclusion, understanding, and love.

Auesome Place’s 2nd International Inclusive Art Exhibition runs until March 2024 at 和Flow, B1/F, 3 Wudaoying Hutong, Dongcheng District. The easiest way to navigate is to go to Costa Coffee at Yonghegong and then walk 30m towards Wudaoying Hutong, on the west side of the street.

Auesome Place is an educational organization catering to special needs youths from Beijing’s expatriate families and the local community alike. For more information, contact info@auesome.cn

Images: Courtesy of Auesome Place

KEEP READING: Here to Help!: SENIA and Auesome Place’s Special Mission for Inclusivity

Every year when Jingkids publishes our annual School Choice Guide, there’s one question that parents invariably ask: Which school is the “best”? We’ve never been able to answer that, and frankly, we never will be. Because every child is different, and their needs are different, so the “best” school is the school that’s able to provide that specific child with everything he or she needs.

Parents should also take into consideration the school’s founding philosophy, curriculum, extracurricular activities, location, tuition fees, and tons more. But when you’re searching for a school for a child with special needs, you’ve got far more things to look into.

There are hundreds of international schools in Beijing offering a variety of curriculums, staffed with exceptional teachers, and providing unparalleled extracurricular activities. But when it comes to children with neurodivergent tendencies, the choices for schools suddenly shrinks a little. Not every international school in Beijing is able to accept students with special needs. The ones that do, however, have created programs that go above and beyond what is required, and are able to provide their students with an environment where they can thrive.

For instance, Western Academy of Beijing (WAB) is a fully inclusive school which means they provide educational opportunities for all students. What’s more, WAB doesn’t use the term “special education”. Instead, they prefer “inclusive education”, and define it as “all students, regardless of disability, ethnicity, socio-economic status, nationality, language, gender, sexual orientation or faith, can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies.”

Over the years WAB has enrolled students with physical challenges such as visual impairment, learning disorders, speech and language impairment, autistic spectrum disorder, and emotional disorders including anxiety and depression. It certainly requires an extra level of attention, resources, and planning, but WAB works closely with families to accommodate each student’s learning differences and creates a community where every child can feel safe and supported.

And WAB isn’t alone in this. International School of Beijing (ISB) is also renowned for its special needs program, a defining principle of its founding ethos. ISB enrolls students with diverse learning needs (mild, moderate, and intensive). Learning support provides targeted and specific intervention for students who qualify, while evidence-based interventions match student needs and support the learning of, and access to, grade-level content.

“ISB recognizes and respects the unique developmental and cultural diversity of our student body”, says ISB’s Director of Student Support Services, Danette Sack. “Our partnership with parents and classroom teachers guides students through the developmental learning stages at each grade level, towards their unique social-emotional, linguistic, academic, and physical potential.”

According to Sack, ever since ISB was established some years ago, it’s prided itself on being a school for the whole family. Part and parcel of that is emphasizing special needs education because it’s something that expat families in Beijing have a genuine need for.

Historically, international schools have been exclusive. If a family with multiple children moved to a school and one of their children had special needs, the school would often accept the children without disabilities and declare their inability to meet the needs of the student with disabilities. ISB developed its inclusive programs in order to meeet the needs of all children from their international families. ISB currently has staff certified in all areas of special needs including qualified and experienced learning support teachers, EAL teachers, instructional assistants, a school psychologist, language pathologists, counselors, and a private occupational therapist who’s available to students on campus during the day.

What really makes ISB special, however, is that they’ve cultivated a student body that embraces difference. The specialized team creates individualized programs for students who require intensive support. For Sack, participation is the most important thing when it comes to special education and it’s important that these kids have equal access to everything at school.

WAB and ISB are far from the only two schools in Beijing that go above and beyond to ensure children with special needs receive the best education they can. To find out more about international schools offering special needs programs, scan the QR code to visit the school profile index on our website (www.beijing-kids.com).

This article appeared in the jingkids 2021 September-October issue

“Why can’t I go, too?” The child couldn’t say the words, but the expression in the eyes conveyed the message clearly. These are the moments many parents dread: Recognizing a child’s longing to be included, knowing all too keenly the profound pain of being left out, and wanting desperately to make it better. For children with learning differences, there is a strong desire to belong, but the obstacles can seem insurmountable.

An important element of freedom is our right to make choices and self-determination in our own lives. For some individuals, summer is not a time of freedom and fun, but a time of stagnation and boredom. Children with learning differences are faced with a bleak landscape of things to do and are often limited to their houses, not just on the occasional afternoon or weekend, but every single day. Moreover, families who have children with learning differences often find their choices significantly limited, as they are directed toward programs that are segregated – specific programs that are catered to children with learning differences.

Many of these programs come from an assumption that children with learning differences are optional members of the community. This assumption is deceptive, as it says to the families of children with learning differences: “We, the broader community, can choose to include your child, or not, based on our choice, not yours. Your child is optional to us, rather than a rightful and vital member of the community.”

Having witnessed this firsthand, together with the intention of ensuring that all children have equal opportunities to be included, this summer, we welcome our first venture — Auesome Summer Workshop.

The idea of Auesome Summer Workshop was conceived out of a commitment to giving young people with learning differences the opportunity to make significant contributions to our community in their own way so that each of them feels empowered, effective, and inspired. Each child is included, celebrated, and supported by a team of educators to leverage their individual gifts and strengths. Every child’s feelings and thoughts matter – each child is unique, each is important.

Inclusion is not a place, program, or a time-limited opportunity, it is an experience, a state of being, and a way that shows the whole community that “all are welcome.” It is a willingness to see the potential in everyone and match skill with challenge. Simply, it is the belief that all children can make friends, all children can participate, and all children can be successful. Auesome Place recognizes that each member, regardless of abilities, is a contributing member of the community. They have a purpose. Empowering students to practice kindness and create positive relationships with one another is a worthy goal. From being a good friend to helping clean up after lunch, Auesome participants know that they are valued and needed.

Inclusion provides the opportunity to form relationships, learn who we are, and flourish. It also cultivates resilience. When members feel a sense of purpose, they can adapt – and help each other build their inner resilience and adaptability – to any new circumstance. We have witnessed resilience demonstrated over and over again during the workshop. We genuinely hope that the experiences members have at Auesome Place will help them each day, in every facet of life, all year long. While goodbyes may be tough, next summer is always right around the corner!

In every initiative which Auesome Place has worked to reach out in promoting friendships and creating new opportunities for its students, the work was championed by dedicated people who made this their focus. This makes it possible for all children to come together, and participate in recreational activities such as arts and crafts, culinary, physical fitness, and more.  More importantly, it allows children with and without learning differences to create friendships that may have not been possible in other parts of their lives.

Inclusion was where it begins. Belonging is what we need to strive for as it offers the joy and celebration of lives embedded in a rich circle of relationships that honor us as whole beings. If you believe in the power, potential, and necessity of emotional support, social connections, and relationships, then you are ready to embark on this meaningful journey.

What is important is that the conversations begin.

Auesome Place goes beyond education. It is a community where everyone is valued and included. To learn more about their programs and services, scan the QR code below.

Auesome Place is located at 北京燕莎中心S111， S111 Kempinski Lufthansa Center.

KEEP READING: Buckle Up, Kiddo: China Implements Car Seat Law, Again

Images: Courtesy of Auesome Place

Every year we have the distinct privilege of compiling a School Choice Guide (SCG) for our readers. This special issue of our magazine is not only a comprehensive look at the state of international education in Beijing, it also acts as a compendium to our annual Jing International School Expo (JISE), so that parents and students are equipped to make the most out of their visits with principals and staff at the event, and ultimately find the best school for their family.

Due to COVID-19, we were unfortunately forced to delay JISE, however, our 2020-2021 School Choice Guide is available and jam-packed with information! Now is the perfect time to familiarize yourself with everything from the various curricula followed at different institutions, to the ways in which schools ensure that all their students receive an equitable education, no matter their learning needs.

For now, check out our feature on scholarships and learn how your student can get a leg up in the competition. Then pop over to our School Profiles Index and find out which Beijing international schools offer these valuable awards.

It’s no secret that the one-size-fits-all model which has historically dominated educational institutions is increasingly contested as an equitable and sustainable pedagogical approach. Thanks to a litany of new studies, curriculum developers who are willing to take risks, a rapidly changing world in which rote memorization and conveyor belt academia no longer prepares kids for the future, and a general acceptance of diverse minds within any given student body, more and more professionals in the education sector are beginning to realize that if we truly want children to succeed, we have to work with them, instead of demanding that they work with us.

Part and parcel of this conversation is a much-needed paradigm shift in what it means to be a special needs learner. In fact, according to UNESCO, a special needs education is quite broadly defined as an, “Education designed to facilitate the learning of individuals who, for a wide variety of reasons, require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an educational program.” Furthermore, UNESCO defines reasons for being a special needs learner as including, but not limited to, “disadvantages in physical, behavioral, intellectual, emotional, and social capacities.”

So it should come as no surprise that Beijing’s international school community, which has a demonstrable track record in educational innovation and curriculum design, is also a hotbed for special needs advocacy and holistic approaches to inclusive pedagogical standards of care.

Of the 58 schools profiled in this year’s School Choice Guide, more than half of them offer extra help for students who need it. We spoke with two of them, 3e International School and The International School of Beijing (ISB), to get a better idea of what a special needs education looks like, and what resources are available for students who exhibit atypical learning styles.

Dr. Ira Canada is a learning specialist at 3e International School. When asked about 3e’s approach to a special needs education, he stressed the importance of establishing a learning philosophy, stating, “We believe in providing access to standards-based learning through a multisensory and differentiated instructional approach, with the intention of unlocking the genius in all of our students. Teachers use a differentiated approach to instruction, and they understand a students’ needs and plan accordingly. We have a committed Learning Support Program which is designed to support the child, the teachers, and the family.”

Likewise, ISB approaches learning through a collaborative process that focuses on understanding each student’s learning profile and personalizing instruction to match student needs. Students with learning disabilities are provided accommodations that offer access to their grade-level content and where necessary, a modified curriculum tailored to the student’s individual learning needs. The school uses a variety of assessment tools to better understand student learning and guide instruction, challenging each student at their individual level of achievement. For English language learners, the school implements a Sheltered Instruction Observation Protocol (SIOP) approach, with a focus on cultural proficiency, when teaching students English. English proficiency is monitored and assessed using the WIDA assessment tool, a widely used assessment tool in international schools around the world.

It is also important to note that, oftentimes, students suspected of being within the spectrum of special needs learners might actually be experiencing minor, adjustable issues that inhibit learning faculties, such as with language. As Dr. Canada points out, “We are mindful that often language needs and learning needs may actually manifest in similar ways. What may appear as a learning need, may actually come down to issues with language and communication.” As a result, 3e International School recently strengthened their Learning Support Program (LSP) to accommodate the diversity of its student body. Essentially, because the school serves students in a dual-language format, distinguishing communication deficits from specific learning needs is important. By focusing on these areas and installing language supports that encourage communication, the behaviors are extinguished and attention can be given to genuine educational needs.

When it comes to boots on the ground, so to speak, both ISB and 3e International School have an impressive roster of support staff.

At ISB, for instance, students have access to speech and language pathologists, counselors, learning support teachers and instructional assistants, as well as an on-site occupational therapist. However, this is just the beginning of a long-term strategy towards fully integrating students with special needs into campus life. In fact, by August, ISB will have introduced new initiatives for students diagnosed with intellectual and cognitive disabilities including global developmental delay, autism spectrum disorder, Down syndrome, fragile X syndrome, and cerebral palsy.

And at 3e International School, teachers regularly participate in trainings, the most recent of which focused on self-regulation skills. Similarly, future courses will address strategies for working with learners on the autism spectrum, and Universal Design for Learning (UDL).

As they say, it takes a village to raise a child, and thus the onus of care shouldn’t fall on educators and staff alone. In fact, schools like 3e are also examining ways to include parents in their long-term strategies. “Parents participate in monthly Tea Talks,” explains Dr. Canada. “These informative sessions give parents advice and strategies to deal with challenging situations as parents. Our first Tea Talk, ‘Positive Parenting Strategies’, provided parents with valuable advice to help them implement simple strategies to maximize the likelihood of challenging behavior situations.” This approach ensures that progress made by trained professionals working with special needs students in the school are further enforced, and ultimately enhanced, by parents at home.

The challenges of parenting are unlike any other that we face, a Sisyphean struggle that lasts well beyond your child’s maturation. Add to that a unique set of tribulations outside the purview of those which other parents encounter, and it’s enough to feel like you and your child are completely alone in the world. Nevertheless, thanks to folks like Dr. Canada and his colleagues at 3e International School, as well as the team at ISB, those who have dedicated themselves to the admirable task of understanding diagnoses which have been historically, and often severely, misunderstood,there is hope for families whose children live with disabilities, and those who fall within the ever-expanding spectrum of special needs learners.

This article appeared in the beijingkids 2020 School Choice Guide

More than 85 million people in China identify themselves as living with disabilities, according to the 2010 National Sample Survey on Disability. Only 1 percent have received higher education, as opposed to 40 percent for non-disabled Chinese. As of 2017, there were 12.6 million visually impaired people in China. The majority of them become blind masseurs, fortune tellers, or performers to beg for money due to the limited education available or the acceptance of their “fate”.

However, there are still some who have broken the stereotype and fight for their dreams and Cai Cong is definitely one of the most famous in Beijing. From the idea that “Not every blind person should be a masseur”, he participated in a disabled video advertisement during the 2008 Beijing Olympic Games.

He started a new career an IT software tester two years after his Olympic appearance, and has shown no signs of stopping since. In 2013, Cai founded Someone Magazine under the One Plus One Group for Disability community and became one of the most acclaimed guests of the popular talk show in China, Qipa Show (qípā shuō, 奇葩说). Now, Cai helps other visually impaired people find more paths and opportunities in life.

His outstanding endeavors have been featured in mainstream media. This time, he shared his stories with beijingkids for some different angles on his career and his parenthood experiences.

Beijingkids: What motivated you to start Someone Magazine?
Cai Cong (CC): We hope to create a platform to let disabled people share their opinions, resolve misunderstandings,  and enlighten the consciousness of the rights of the disabled. We want to have a magazine that features stories from the perspective of disabled people. Before we focused more on the audio channel for the visual impaired, we still have it now. But it’s not enough, we also want to let people that aren’t disabled know how we live, in an in-depth idea instead of imagining it. Like many blind people, they don’t want to go out because society doesn’t really understand how we live, it’s still an invisible group here. Lack of confidence to go out for most visually impaired people is a big problem. But if people treat us normally, it will be better.

Former US First Lady Michelle Obama took a picture with Cai Cong and others during the visit to China

What’s the relationship between Someone Magazine and One Plus One (OPO) Group for Disability community? What do you provide on OPO?
CC: OPO gave birth to Someone Magazine. OPO tries to prove that disabled persons are not “good-for-nothing” but rather have creativity and value. In the past decade, OPO has blazed a pioneering path, created a precedent for development of Chinese DPOs, echoed with China’s alignment with the international community in terms of disability affairs, and propelled gradual change in the environment for disabled people in China. We offer several ways to help the disabled: a public education center, PWD service center, media production center, Disabled persons’ organizations (DPO) development support, and a social enterprise development center.

Disability and Sustainability Development Forum

Are there any specific stories about these centers that assist disabled people?
CC: Actually there are a lot of stories, especially those who have specific skills in IT, or even in law, they want to do more things. For example, in our group, we’ve supported a guy with a dream to be a lawyer. Jin Xi was the first blind person in China to undertake a law degree at a regular university, after which he obtained his Master’s degree in Law. Since graduating in 2016 he has interned and worked at a law firm, thus becoming the first fully qualified blind lawyer of China. He is currently pursuing his PhD in the Soo Chow University Taiwan. He has represented various people with disabilities and intends to promote rights for People with Disabilities. Another example is that we have suggested to the government to set related policies that will allow blind people to take the Gaokao (China’s college entrance examination). In addition, we collaborated with Renmin University Law School and Harvard Law School to further protect the rights and interests of the disabled. Some ways they did so was by establishing the first legal clinic for the disabled in China, and created a forum for disabled people’s rights and protection.

Cai Cong with his family

How have you addressed some of society’s questions regarding your ability to be a father?
CC: Before we planned to have children, my wife and I were questioned by the people around us. We are both visually impaired so people were worried that our children would inherit the disability from us. They felt that even if the child was born with normal vision, he or she would face considerable social prejudice. We discussed this topic extensively and reviewed the philosophical and psychological implications of either choice. In the end, we still decided to have a child. There are all kinds of problems in life, why should being visually impaired be the biggest problem? It all depends on one’s attitude. Children think they are normal until people keep telling them that they aren’t because they can’t see, they are pathetic. So, as a dad, I will just encourage my daughter to strive for her dream no matter what.

See more of our coverage on disability and inclusion here.

Photo: courtesy of Cai Cong, cover picture by qq.com

April 2 is the twelfth annual World Autism Awareness Day. It encourages member states of the United Nations to take steps to raise global awareness of people with Autism Spectrum Disorder throughout the world.

According to the report, there may be more than ten million people with autism in China, which includes more than two million under 14 years old, and the number is increasing by nearly 200,000 every year. More policies and regulations have been announced in recent years. The Beijing Association for Rehabilitation of Autistic Children has been committed to raising public awareness about autism since 1993, and has hosted many local events to call for action to improve social welfare for this special group of people. Recently, Beijing health authorities have also rolled out policies to tackle mental health problems and neurodevelopmental disorders.

On March 31, a public welfare event entitled “Just Like You” was co-hosted by China Social Welfare Foundation, Beijing Association for Rehabilitation of Autistic Children, Beijing BISS International School (BISS) and ETU Education with the aim of raising public awareness about autism. It is now in its twelf^th consecutive year.

It began with a sale of paintings and artworks by BISS students and children with autism, and the most memorable part of the event was the coming of age ceremony for senior students of BISS International School and the older autistic children. A total of RMB 43,000 raised from the auction of the paintings will be allocated to the autistic artists and the rehabilitation of autistic people through the China Social Welfare Foundation.

In addition, our sister brand Jingkids has provided the following list of international schools which provide special education:

Let’s Play Daycare Center: 6508 0898

3e International School:   6437 3344 

House of Knowledge：400 6507 747

The International Montessori School of Beijing: 6432 8228

Western Academy of Beijing：5986 5588

International School of Beijing：8149 2345

The British School of Beijing, Shunyi: 8047 3558

Photo: Kim Jin via jingkids.com
Reference: jingkids.com, People’s Daily

The discussion about disabilities and special needs in China has come a long way in recent years, despite the reticence brought about by traditional attitudes on both the familial and the societal level. In a move which could be seen as a step forward for people with disabilities (PWDs), the State Council of China designated August 25 as “Disability Awareness and Prevention Day,” in response to a request from the China Disabled Persons Foundation (CDPF).

As many as 85 million Chinese people live with some form of disability, at least according to a national census carried out in 2010. The same data revealed that almost half of Chinese PWDs (46 percent) at that time were illiterate due to poverty, social discrimination, or the lack of barrier-free facilities and teaching staff prepared for students with special needs.

The government’s National Action Plan on Disability Prevention (2016-2020) mentions prevention and control of disability in two different contexts: the first, and perhaps the polarizing one, focuses on birth defects, as about 900,000 babies are born with congenital disorders every year. The other focus is the improvement of environments to prevent or reduce the risk of injuries or diseases (infectious, endemic, chronic, and mental) which may cause temporary or permanent debilitation.

SENIB conducts regular gatherings of special education professionals and interested parents, where they discuss topics including co-teaching, strength-based learning, and play therapy.

On the sidelines of that national plan came China’s move to revise the regulations on the education of PWDs, which promotes integrated education and opens up mainstream schools to students with special needs, as well as mandating local governments to allocate funding and resources for the education of PWDs.

The New York-based non-government group Human Rights Watch, however, says that while those new regulations have been influenced by international standards, they still fall short in critical areas as “China still imposes discriminatory obstacles for children with disabilities to be placed in mainstream schools.”

Grace Zhang, the managing editor of our sister brand Jingkids, experienced that in 2015 when her then-three-and-a-half-year-old son was “misdiagnosed” as having Asperger syndrome.

“My son dropped out of kindergarten because of violence. The principal suggested that we visit a doctor to see if my child is autistic. Later, a specialist did not diagnose autism but said my son had behavioral problems, so he referred us to an institution for behavioral training. He made some progress after a year of training so we decided to let him return to an integrated school environment,” she told us.

For Zhang, finding a suitable school proves to be an obstacle for many Chinese families with children with special needs because “if you tell the admissions people directly that the child has a problem, chances are that they will not accept the child for various reasons.” She, however, managed to enroll him into a kindergarten with fewer than ten students. But for elementary school, she says it’s another “obstacle.”

“Although the national policy stipulates that schools cannot refuse to enroll their children, the problem is that there are a large number of public primary schools in the country and enforcing the policy is just difficult. Teachers will also hate such children with behavioral problems, and there are too few special education facilities available.”

In the context of international education in Beijing, many institutions offer learning support services and at the same time, there’s an active community of special educational needs (SEN) educators and professionals in the city. Such a group is the Special Education Network in Beijing (SENIB) founded in 2009. We caught up with one of SENIB founders, Dr. Reed Rhodes, who is also an Early Childhood Center Student Support Teacher at Beijing City International School (BCIS).

Tanya Farrol (second from left) and Reed Rhodes (third from left) founded SENIB in 2009 for special education professionals in Beijing.

What can you tell about progress in the discussion about special needs/education in Beijing?
Dr. Rhodes: The size of SEN programs within schools has grown and there has been a gradual merging of learning support (LS) and English language learning. Tanya Farrol and I founded SENIB in 2009 for SEN professionals to share resources and support each other within the context of Beijing. The current SENIB membership is currently over 200 professionals and people from the community, and has almost doubled in the past five years. SENIB is the first local chapter of Special Education Network in Asia (SENIA), an association of educators, professionals, and parents whose mission is to advocate for and provide resources/supports for differently abled individuals.

Here are some of the trends that we have seen in Beijing since the establishment of SENIB:
• There’s an increase in the number of external expertise providers and there has been a move to offer a variety of services at multidisciplinary centers specifically catering to SEN needs.
• The number of shadow teachers in schools has also increased.
• There’s an improvement in the provision of professional development about SEN provided by international schools and delivered to local Chinese schools.

What should parents whose children may have special needs or been diagnosed with a learning disability expect in terms of special education in Beijing?
Dr. Rhodes: Although there is currently a dearth of educational placements for children with severe SEN (there is only one classroom for these children in Beijing), we at SENIB see a trend that most schools now employ LS teachers and counselors while a few have specialists like speech and language therapists and psychologists. Parents can contact schools directly to see what programs are offered.

Special needs is still a tricky topic, especially at the family level. What advice can you give to parents/families that feel burdened or rejected because of a special needs member?
Dr. Rhodes: At the very minimum, families can access help from an external expertise provider, especially at multidisciplinary centers that offer an array of specialists. But if they are at a loss, we have our WeChat and Facebook groups where families can meet like-minded people and specialists who can provide support. We also invite parents to our seasonal activities like a Resource Fair and general meetings of special needs educators held at different international schools in the city.

How do special needs educators in Beijing integrate 21st Century education into their SN programs?
Dr. Rhodes: The use of social media connects SEN providers who share information and resources and actually, many SENIB members in Beijing work at schools who are members of Next Frontier Inclusion (NFI), an organization that represents cutting-edge information for international educators in the field of SEN. NFI promotes and protects the interests of children who learn in different ways or at different rates by supporting schools in all aspects of their journey towards inclusion. During the school year, professionals from NFI regularly present workshops all over the world, including the yearly SENIA (Special Education Network in Asia) conference, as well as conducting special programs during the summer.

Agencies, Educational Institutions, and Groups Related to Special Education

China Disabled Persons’ Federation (CDPF) is a national umbrella organization for persons with diverse disabilities. The CDPF is assisting related departments to formulate and implement education and job training plans for disabled people, including research and promotion of the Braille alphabet and sign language. No. 186 Xizhimen South St., Xicheng District. (6658 0228)

The Special Education Network in Beijing (SENIB) is the first established local chapter of SENIA (Special Education Network in Asia), founded by Dr. Reed Rhodes and Tanya Farrol in 2009 for SEN professionals to share resources and support each other within the context of Beijing. SENIB currently has over 200 members representing 24 international schools, external expertise providers, interested parents, and other people from the international community. (reed.rhodes@bcis.cn)

The Learning Frontier provides support to enhance children’s development in the areas of speech, language and communication, motor, learning, behaviors, and mental health. Their multidisciplinary team of internationally trained specialists is dedicated to ensuring your child’s success in school and community. 4th Floor, No.11 Dongbai Street, Chaoyang District. 굇쑴懇날捺혐땜겝쌍11뵀愷꿔 (6775 3268, 6775 3273, info@learningfrontier.cn)

LIH Olivia’s Place provides world-class, multidisciplinary pediatric therapy services to children of all abilities and all ages. Their services include pediatric therapy consulting services: occupational, physical, and speech therapies, psychology services, Applied Behavioral Analysis, and learning support with multinational staff that provides consulting services in English and Chinese, as well as several other languages. 13 Jiu Xian Qiao Road, Building 6-1, Second Floor, Chaoyang District. 굇쑴懇날捺혐아鉤픕쨌13뵀6-1짜2꿔 (6461 6283, contact@oliviasplace.org)

Beijing Stars and Rain Education Institute for Autism aims to help organizations face the challenges of economic pressure (conflicts between charging standards and costing) and technical pressure (how to provide quality services based on professional technology; how to train teachers; how to gain parental trust), and promote the development of the autism services industry. Beijing Xingxingyu Education Research Institute. 4172 Shuangqiao Donglu, Chaoyang District. 굇쑴懇날捺혐崗픕땜쨌18뵀牘4172뵀 (8537 3485, xxy@autismchina.org)

This article appeared in the beijingkids 2019-2020 School Choice Guide.
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According to the second national sample survey on disability carried out in 2006, there were approximately 85 million people with disabilities (PWDs) in China, most of whom were living in poverty. The numbers could be higher as China defines disabilities differently from other countries. There is also a cultural practice of families hiding their disabled relatives, whose imperfections are often seen as a “punishment” to parents for moral or spiritual misdeeds.

Despite that notion, there’s progress on the issue of disabilities in Chinese society. Nowadays, PWDs in China are often referred to as 残障人士 (cánzhàng rénshì, literally “incomplete and hindered person”), or 残疾人 (cánjí rén, “person with incomplete illness”), as opposed to the historical term 残废 (cánfèi, “incomplete and useless”). Also last year, the State Council of China passed an ordinance on disability rehabilitation, expanding government measures to provide assistance and services to PWDs. This includes establishing a system of rehabilitation for disabled children, but specific measures are yet to be formulated by the government and the China Disabled Persons’ Federation (CDPF), a national agency for the disabled individuals in the country.

The ordinance effectively strengthens the country’s Law on the Protection of People with Disabilities, which guarantees the civil rights of PWDs, including their job security, rehabilitation, and education. However, in the area of education alone, many local schools are simply not equipped with facilities and learning support systems especially for children with disabilities. The CDPF said that there were as many as 90,000 disabled youngsters that had no access to education at the end of 2012. Another report from the foundation suggested that inadequate services for specific disabilities, and even the cultural life in the community of these children, were some of the main reasons for dropouts.

Until government actions are instituted from a national scale down to the grassroots level, PWDs will need to break the stigma with the help of their own families. Occupational therapist Nazneen Adam says that acceptance is the first step, explaining that not only parents but everyone should be able to understand the situation of people and children with disabilities. Speech pathologist Maureen Tanoy adds that parents should address their expectations, especially for school-aged kids. They both work at The Learning Frontier, a learning support institution which provides specialist services for children with learning needs, from a variety of different nationalities.

We recently interviewed the two specialists about the issue of addressing the learning and developmental needs of children with disabilities: how 21st-century education strategies are integrated into therapy, early intervention and playtime, and more.

Occupational therapist Nazneen Adam (left) and speech pathologist Maureen Tanoy (right)

What’s the difference between ‘diagnosed’ and ‘undiagnosed’ children?
Adam: We get kids that have diagnoses and that can be anything from cerebral palsy, autism, ADHD, or others. In general, they need different therapies to support their development. But we also get kids who don’t have a diagnosis; it’s not that they’ve missed it, but that they have some mild difficulties, which could be a slight developmental delay. That’s not specifically a difficulty related to a diagnosis but maybe just a mild delay, or a skill that hasn’t been developed appropriately.

Tanoy: On the terms of ‘diagnosed’ and ‘undiagnosed’ kids, a medical diagnosis would be very apparent in the beginning, especially if you go to the doctor regularly for a checkup.

Adam: But learning difficulties are not something that is visible, that when you go to visit a doctor you would know. No, it needs more information from parents and teachers. You need to observe factors in different areas and take that information in.

Tanoy: Or sometimes, learning difficulties just don’t really show until kids go to school. That’s the undiagnosed way – kids will go to school and teachers will find out, only then they inform the parent that, ‘These are the concerns and problems and we’ve tried our way but the problems keep on persisting.’

How can parents identify or observe such cases?
Tanoy: It’s hard to say and I think it’s always better to rely on a professional. Although for kids, a reliable source is someone whom they always interact with the most time of their day. Parents would obviously know if there’s something their kids need help with, especially if they have had a child before. They will know what child development will look like. Also, what’s really common in China is kids are mostly in school so it’s usually their teachers who would notice difficulties. We (specialists) rely a lot on teachers because they spend a lot of time with kids and they know what to look for.

What are the signs in learning difficulties in kids that parents and teachers need to look out for?
Tanoy: Spotting learning difficulties isn’t the focus of teachers, but they do know, especially if they’re very experienced. If a teacher has been working with the same level of kids for their entire career, they will know when one of the kids doesn’t perform the same as others.

Adam: If teachers find that children aren’t meeting specific goals of the curriculum, they can do their own interventions. But if they find the difficulties to be persisting and their interventions are not helping, it’s a good idea to seek professional help.

How should non-specialists like teachers and parents react to their observations of children?
Adam: Sometimes, people are not sure when to refer or say, ‘Maybe I should wait a little bit longer. It will be better.’ We find teachers are very aware and when we speak to them, they say, ‘We see this, but we don’t know what we should do or where to refer.’ Experience and education are not just about understanding child development in those areas. There are ways to refer, and they should know there are resources in Beijing.

Tanoy: If you’re a parent and if your child is in school, it’s very important that you constantly communicate with the homeroom teacher just so that both of you are on the same page and see where the child is heading in the course of a year. Oftentimes, it’s a question of when, not what the problem is. The question is always, ‘When do we need professional help?’ ‘When is the right time to find a specialist?’ It’s very important to know if the problem is being addressed or what things the teachers are doing. If these are not working, then we can figure out why so.

Adam: Early intervention is the best. It’s easier to improve skills earlier rather than later. It becomes a little bit difficult and takes longer once kids are older.

Just how early can early intervention start?
Adam: It’s very dependent on the learning difficulty. Parents know the steps for development for younger children, so when they are not reaching the normal masteries of skills, and if they continue not to, it’s a good idea to refer them to a specialist.

Tanoy: For parents, it doesn’t matter how big or small your concern is. If you feel that something is amiss, you always have your pediatrician for younger kids as they need a regular checkup. Once kids reach 3 or 4, then the checkup with the pediatrician is not as often but at that age, kids will be already at school so teachers should be the resource for parents.

What can you say about the learning support systems in local public schools in Beijing? Do you think that local teachers are equipped or have enough education to observe learning difficulties in children?
Adam: From what we understand, many local schools do not have learning support systems.

Tanoy: But they do have mental health counselors. But anything outside that is offered privately.

Adam: I’m sure that teachers know what learning difficulties are but they might just not have enough experience. Also, there were a lot of mentions about and creating resources for special needs after the latest government conference.

Tanoy: We assume that these teachers are equipped. But it’s just always a question of, ‘Ok, I found something. Now, what do I do?’ If you are a local teacher, ‘Where will I refer these kids? We don’t have that resource, anyway.’ It’s always about what solutions you can give the parents, because if there aren’t any then it would be a difficult situation.

How do you integrate 21st-century educational teaching into your specializations?
Adam: It’s a hot topic at the moment. For example, people say, ‘Why is handwriting still important? We don’t write anymore, we have computers.’ In my specialization, occupational therapy, handwriting is still important because the skills that you use to develop it are the same skills that you use later on to certain visual-perceptual abilities such as reading or drawing, as well as develop other motor skills and muscles.

Tanoy: It’s the same with speech therapy, it’s a hot topic right now, especially when kids use the iPad or TVs. It’s not bad if these devices are used in moderation or in a way mom and dad are included. Kids shouldn’t be left alone with gadgets, but instead, we should use these devices to make it an interactive play with other people. By cutting off that playtime, we’re not developing the social communication skills that we need. An iPad that will talk to you will not require you to talk back because it’s very visual and feeding you what you need. It’s a very one-way stimulus.

For kids with special needs, will playtime be more effective to develop their learning skills?
Tanoy: We make teachers understand why certain activities and playtime are connected to each other. The main thing that kids do is play, eat, and sleep. Somewhere along the process, teachers and specialists have to find a way to integrate themselves in a manner that kids will find you interesting, such as being fun or playing with them. Otherwise, they will not talk to you at all or even acknowledge that you’re there.

Adam: But then we still want children to develop imagination and creativity so you will want them also to be able to play with simple toys, and that’s important for their problem-solving skills. It doesn’t have to be high-tech. Free play is very important for children and they need to learn how to play by themselves and not to be occupied by something all the time.

What do you think about apps and tools that people can use for rehabilitation?
Adam: Definitely there are a lot of apps that we can use but every child is different. You can’t say that one app can specifically help one issue. You can understand the extent of the child’s learning difficulty and what they need for that. So, we sometimes do recommend apps but it’s not to say that for this issue we’re going to always recommend something. It’s always dependent and specific on where the child is in the process of therapy.

Tanoy: I’ve encountered a lot of parents who are very proactive in terms of finding resources. But I suggest that if they find an app or a resource, it’s always good to ask a specialist. It’s up to them to make their own informed choices.

Have you ever asked parents what do they hope for their kids?
Adam: When we set our goals, we consult the parents and want to know what they’d like their children to achieve. It’s more related to what’s specific at that time and not in the future, but I think parents just want peace of mind that when they’re gone, their children will be okay and be looked after. And that they will be able to feed themselves.

Tanoy: I always tell the parents to be realistic with what they want for their child. You don’t want frustration from your end and from your child’s end as well because they’re trying to beat your expectations. You don’t want that to be an issue. At the same time, I always tell parents to find joy in little things and successes of your child. Even the little things matter for these children.

Learning Resources for PWDs in Beijing

Long-press this QR code to access an updated list of schools and institutions providing special education needs (SEN) in Beijing.

Sources and further reading

– Hou Jingjing 侯晶晶. 《我国残疾儿童失学的现状与影响因素研究》cssn.cn
– Farrar, Lara. In Chinese Schools, Disabled Get Shortchanged. The Chronicle of Higher Education via The New York Times
– Palmer, James. Crippling injustice: Disabled people in modern China are still stigmatised, marginalised and abused. What hope is there for reform? Aeon.com.
– The Economic and Social Commission for Asia and the Pacific. Country presentation Goal 3 China, Expert Group Meeting on Effective Data Generation for the Incheon Strategy Indicators Bangkok, 6-7 November 2013.
– The People’s Republic of China. Law on the Protection of Persons with Disabilities. Accessed from the China Disabled Persons’ Federation
– The State Council of the People’s Republic of China. 《残疾预防和残疾人康复条例》中华人民共和国国务院令第675号.
– Y-Wang. A Glance at People with Disabilities in China. China Source.

Photos: Anthony Chong via Pixabay; Uni You
This article appeared on p32-34 of beijingkids March 2018 issue.