Comparative Analysis of Autism Education Policies in Mainland China and Hong Kong

Abstract

Autism, a complex neurodevelopmental disorder, is characterized by deficits in verbal and nonverbal communication, repetitive and stereotypical behavior patterns and interests, and sensory sensitivities. Despite the increasing prevalence of autism, there is limited research on the education of children with autism. This study compares the autism education policies in Mainland China and Hong Kong based on field research conducted at the Shunde District Shangliao Children Rehabilitation Center and Aoi School. The findings reveal that although there have been improvements in the education of children with autism in Mainland China, there are still several deficiencies compared to Hong Kong, including limited educational opportunities, low integration with mainstream schools, and a shortage of qualified educators. Recommendations are provided to enhance the educational landscape for children with autism, including increasing educational opportunities, supporting the development of special education in mainstream schools, fostering collaboration between rehabilitation centers and mainstream schools, promoting inclusive education, and providing professional training for teachers. These suggestions aim to advance autism education policies in Mainland China.