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Dr. Meng Deng posing with the fearless Terra Cotta Soldiers in Xian, CHINA

Meng Deng - China

Dr. Deng Meng serves as a professor and deputy head of the Department of Special Education at Beijing Normal University. He got his Ph.D. at the University of Hong Kong in 2003. He was invited to Georgia Southern University as a Fulbright Visiting Scholar from 2006 to 2007, and a visiting professor to Newcastle University in Australia in 2010. Dr. Deng was awarded “May Fourth Outstanding Individual of Wuhan City” in 2008, and recognized as the “Excellent Personnel Support Plan of the Ministry of Chinese Education“ in 2010, which has been regarded as one of the top honors in Chinese Higher Education. He is now the deputy chair of the Chinese Higher Education Society for Special Education. Dr. Deng has been in charge of or participated in many national and international research projects in the past years. He has published over 18 research papers in referred international journals and more than 70 Chinese papers in the key education journals in China. His research interests include: Inclusive education, Education for visual impairment, Education for autistic children, and Curriculum and instruction for special schools.

Contact Information

Dr. Deng Meng

Xinjiekou Wai Street 19

Faculty of Education

Beijing Normal University

Beijing, China, 100875


Telephone: (86) 10-5880 9727 (office)


E-mail: mdeng@bnu.edu.cn

Work Experience

PROFESSIONAL SERVICE

  • Chair of the Assiciation for Special Education, Wuhan City, China.
  • Chair of the Association for Special Education, Hubei Province, China.
  • Vice Chairman, Chinese Special Higher Education Association.
  • Vice Chairman, International Association for Special Education of China.
  • Consulting Editor of the Journal of International Association for Special Education.
  • Member of Editorial Board, International Journal for the Scholarship of Teaching and Learning (in the US).
  • Member of Editorial Board, Educational Research and Experiment (in China).
  • Invited reviewer, journal of Asia-Pacific Education Review;
  • Reviewer, Teaching and Teacher Education;
  • Reviewer, Asia Education Researcher.

EDUCATION

  • January of 2000 - January of 2003, Faculty of Education, The University of Hong Kong, Ph.D.
  • September of 1994 - June of 1996, Department of Education, Central China Normal University, Master of Philosophy (Education)
  • September of 1987 - July of 1991, Department of Education, Beijing Normal University, Bachelor of Education.
  • September of 1984 - July of 1987, Dawu County High School, China

AWARDS

  • Overseas Faculty Development Grant, Overseas Faculty Development Programs (1997-1998), United Board for Christian Higher Education in Asia (U.S.), February, 1997.
  • Excellent Achievement Award in Teaching. College of Education Science, Central China Normal University, China, September of 1999.
  • Outstanding Presenter Award. Postgraduate Research Conference, The Faculty of Education, the University of Hong Kong, June of 2002.
  • Outstanding Youth Government Award of Wuhan City 2008, Hubei Provice, China.
  • Excellent Personnel Support Plan of Ministry of Chinese Education in 2010, which has been regarded as one of the top honor in Chinese High Education.

MAJOR ACADEMIC VISITING ACTIVITIES

  • July 21-August 16 of 2011, Research Fellowship in Queensland University of Technology.
  • March 2010-June 2010, Visiting Scholar, Royal Institute for Blind and Deaf Children, University of Newcastle, Australia.
  • January of 2008, K.P. Tin Visiting Fellowship in Chinese Education, the University of Hong Kong.
  • August 2006 – July 2007, College of Education, Georgia Southern University, Fulbright Visiting Scholar

 (http://news.uwa.edu/Fulbright_07_2.asp

WORKING EXPERIENCE

  • July of 2011 - Present, Professor, Deputy Head, Department of Special Education, Beijing Normal University
  • January of 2005 – July, 2011, Associate Dean, College of Education, and Director of Center for Special Education, Central China Normal University
  • 2. March of 2003 – December of 2005, Cambridge Education Consultants, National Consultant (part time).
  • February of 2003 – October of 2003, Faculty of Education, The University of Hong Kong, Research Assistant I and II
  • June of 2003 – Autust, 2011, College of Education Science, Central China Normal University, Full Professor.
  • May of 2001 – June of 2003, College of Education Science, Central China Normal University, Associate Professor.
  • October of 1996 – May of 2001, College of Education Science, Central China Normal University, Lecturer (Assistant Professor).
  • September of 1992 – October of 1996, College of Education Science, Central China Normal University, Assistant Lecturer
  • July of 1991 – September of 1992, College of Education Science, Central China Normal University, Assistant Lecturer on Probation

INTERNATIONAL PUBLICATIONS

  • * Deng, M., & Poon-McBrayer, K. F. (2012). Reforms and challenges in the era of inclusive education: the case of China. British Journal of Special Education, 29 (3), 117-122
  • * Deng, M. (2010). 1. Deng, M. (2011). A great leap forward: An Overview of Special Education Development in China. SEN Magazine, 50, 50-52.
  • * Deng, M. (2010). Developing inclusive education teaching and learning approaches. In Rose, R. (ed.), Confronting obstacles of inclusive education (pp. 230-240). Routledge：Tayler & Francis Group.
  • * Deng, M., & Pei, M. (2009). Instructions for Students with Special Educational Needs in Chinese Mainstream Classrooms: Modifications and Barriers. Asia-Pacific Education Review, 10, 317-325.
  • * Chance , L., Tharp, B., Parks, F., & Deng, M., (book chapter) (2008). The One-Room School: Unlocking the future from the Past. Crown Publishing Company, Bethel, England.
  • * Deng, M. (2008). Attitudes of primary school teachers toward inclusive education in rural and urban China. Frontiers of Education in China, 3 (4), 473-492.
  • * Deng, M., & Holdsworth, J.C. (2007). From unconscious to conscious inclusion: meeting special education needs in West China. Disability & Society, 22 (5), 507–522.
  • * Deng, M. & Harris, K. (2008). Teacher Training Strategies for Meeting the Needs of Students with Disabilities in Chinese General Education Classrooms: Toward Better Instruction. Teacher Education and Special Education, 4, 195-207
  • Lian, M. J., & Deng, M. (2007). Guest Editors’ Introduction. Chinese Education and Society, 40 (4), 3–7.
  • Deng, M., & Zhu, Z. Z. (2007). The Chinese “Learning in Regular Class” and Western inclusive education: Comparison and exploration. Chinese Education and Society, 40 (4), 21–33.
  • Lei, J., & Deng, M. (2007). Several Relations in the Process of Developing Inclusive Education. Chinese Education and Society, 40 (4), 37–44.
  • Deng, M., & Guo, L. (2007). Local special education administrators’ understanding of inclusive education in China. International Journal of Educational Development, 27, 697–707.
  • Deng, M. (2005). Modifications and barriers of instructions for students with disabilities in the mainstream classrooms in China. In Hong Kong Red Cross (Ed.), The challenge of diversity: Meeting special educational needs in the era of accountability (pp. 35-42). Hong Kong Red Cross and the University of Hong Kong.
  • Deng, M., & Poon-McBrayer, K.F. (2004). Inclusive Education in China: Conceptualisatio and Realization. Asia-Pacific Journal of Education. 24 (2), 143-157.
  • Deng M. (2003). Focus on inclusive policy. Newsletter of Enabling Education Network (U.K.),
  • Deng, M., et al. (2001). Development of special education in China: A Socio-cultural review. Remedial and Special Education, 22 (5), 288-299.
  • Deng, M., & Manset, G. (2000). Analysis of “Learning in Regular Classrooms” movement in China. Mental Retardation, 38 (2), 124-130.

MAJOR CHINESE PUBLICATIONS

BOOKS

  • Deng, M., & Wang, L. (2012). Introduction to special education. Beijing: China Open University Press.\
  • Liu, Q. L., Deng, M., & Xiong, Q. (2012). Research methodology for special education. North-East Normal University Press.
  • Deng, M., & Sun, Y.. M. (2010). Education and development of students with visual impairment (in press). Beijing: Bejing University Press.
  • Deng, M., (2009). Inclusive education and “Learning in Regular Classrooms”: Between ideal and reality. Wuhan: Central China Normal University Press.
  • Deng, M., Zhu, Z. Y., & & Zhong, J. H. (2008). Theory and practice of Gold-Key education for visual impairment. Beijing: Education Science Press.
  • Zhou, J. L., Deng, M., & Yuan, C. (1997). Zhongguo can ji ertong jiaoyu jishi [A summary report on the education for children with disabilities in China].Hubei: Hubei Child Education Press.

MAJOR PUBLISHED CHINESE PAPERS SINCE 2000 (REFEREED)

  • Deng, M., & Liu, H. L. (2013). On the Socio-Cultural Features and Localization of Inclusive Education. Chinese Journal of Special Education, 1, 15-19
  • Deng, M., & Zhu, Z. Y. (2013). From Topic to Problem: Reflection on Research Methodology of Education. Educational Research Monthly, 3, 25-29
  • Peng, X. P., & Deng, M. (2013). The Game Theory and Inclusion: study on Inclusive Education Under the background of social stratification. Studies in Foreign Education, 8, 45-53.
  • Peng, X. P., & Deng, M. (2013). A Sociological Analysis of Inclusive Education. Chinese Journal of Special Education, 6, 20-24
  • Xiong, X. R., & Deng, M. (2013). The Historical Interaction of Tolerance and Inclusive Education and Their Localized Evolution. Chinese Journal of Special Education, 5, 3-20
  • Jing, S., & Deng, M. (2013). Equal Importance Attached to Equality and Quality: Implications from Inclusive Education in Finland. Chinese Journal of Special Education, 4, 66-71
  • Yan, T. R., & Deng, M. (2013). An Analysis of the Western Research into the Effect of Inclusive Education and Its Enlightenment on Chinese Special Education. Chinese Journal of Special Education, 3, 3-7
  • Deng, M., & Jing, S. (2012). Reflections on the Best Practice and Effectiveness of Special Education. Chinese Journal of Special Education, 9, 3-8.
  • Deng, M., & Su, H. (2012). Grafting and regeneration of inclusive education in China: A socio-cultural analysis. Journal of Educational Studies, 1, 83-89
  • Deng, M., & Lu, Q. (2012). On a Calm Reflection on the Seemingly Hot Issue of the Combination of Medicine and Education. Chinese Journal of Special Education, 1, 4-8.
  • Deng, M., & Su, H. (2011). Qualitative Research Paradigms and Special Education Research: Reflections and Advocacy from a Methodological Perspective. Chinese Journal of Special Education, 10, 3-8.
  • Lu, Q., Deng, M., & Liang, H. P. (2011). A Review of and Reflections on the Research into Sleep Problems on Children with Autism Spectrum Disorders. Chinese Journal of Special Education, 3 36-41.
  • Peng, X. P., & Deng, M. (2011). On inclusive education and the rights of children with disabilities. Journal of Huazhong Normal University, 50 (2) 142-146.
  • Yan, Y., Deng, M., & Wang, S. S. (2011). Development of inclusive education in India and its implications to China. Primary and Secondary Education in Foreign Countries, 4, 61-65
  • Sun, Y. M., & Deng, M. (2010). Effectiveness of social story intervention for children with Autism Spectrum Disorder. Chinese Journal of Special Education, 8, 42-47.
  • Li, F., & Deng, M. (2010). From ideal to reality: analysis of inclusive education from a positivistic perspective and its implications for Chinese special education. Educational Research and Experiment, 3,24-26.
  • Deng, M. (2010). Individualized Education Plan in the West and its implications for Chinese special education. Chinese Journal of Special Education, 6, 3-7.
  • Deng, M., & Xiao, F. (2009). Analysis of special education as a discipline. Chinese Journal of Special Education, 6, 25-30.
  • Deng, M. (2009). Theoretical reflection on inclusive education. Social Science Daily of China, December 15th of 2009.
  • Deng, M. (2009). Challenges and solutions to teacher education for special education in China. Modern Special Education, 9, 8-11.
  • Li, F., & Deng, M. (2009). Postmodernism and inclusive education. Foreign Education Research, 2, 16-20.
  • Deng, M. & Xiao, F. (2009). Inclusion and segregation: Paradigm shift in special education. Journal of Huazhong Normal University Humanities and Social Sciences, 4, 134-140.
  • Chen, S. Y., & Deng, M. (2009). Case study on extracurriculuar activity organization in Jianan School for Intellectual Disability. Hong Kong Special Education Forum, 4, 23-30
  • Deng, M., & Xiao, F. (2008). Philosophical foundation for inclusive education: Criticism and reflection. Educational Research and Experiment, 5, 18-23.
  • Deng, M., & Zhu, Z. (2007). A comparative study on inclusive education in the West and Learning in Regular Class in China. Journal of Huazhong Normal University Humanities and Social Sciences, 46, 125-130.
  • Sun, Y. M., & Deng, M. (2007). Development and implications of inclusive education in Portugal. Journal of Nanjing Institute of Special Education, 3, 52-58.
  • Li, L., & Deng, M. (2007). The Value Notions of Modern Western Disabled People's Social Welfare and the Enlightenment to Its Practice. Chinese Journal of Special Education, 6, 3-9.
  • Deng, M., & Guo, L. (2007). Equity in education and special education development in China. Teachers’ Forum, 11, 34-36.
  • Deng, M. (2007). Factors and framework for inclusive education. Educational Research and Experiments, 2, 32-35.
  • Zhu, Z., & Deng, M. (2007). Whether or not teachers having ideologies of mass education. Chinese Teacher, 3, 5-8.
  • Lei, J., & Deng, M. (2007). Language teaching model of children with hearing impairments under inclusive context. Chinese Journal of Special Education, 2, 21-26.
  • Deng, M. (2006). Curriculum reform on social adaptation in schools for mental retardation. Chinese Special Education, 8, 17-21.
  • Lei, J. H., & Deng, M. (2006). On several relationships to be dealt with in the process of developing inclusive education programs. Hong Kong Special Education Forum, 8, 141-148.
  • Zhu, Z. Z.& Deng, M. (2006). To be scientific or localized: Analysis of confirmation proposal writings for academic degrees. Educational Research and Experiments, 1, 1-8.
  • Deng, M. (2005). Rehabilitation models for people with disabilities under the context of community inclusion. Chinese Special Education, 8, 23-27.
  • Deng, M. (2005). Advocacy of initiating the legislation on special education. Chinese Special Education, 7, 3-6.
  • Deng, M. (2005). Reflection on research methods and writing convention in education. Educational Research and Experiment, 1, 1-7.
  • Deng, M. (2005). A Comparative Study Between Rural and Urban Primary School Teachers on Instructional Adaptation Strategies for Students with Disabilities. Chinese Special Education, 4, 65-70.
  • Deng, M. (2004). Reflection on the Continuum of Special Education Services, Inclusive Education, and Chinese Special Education Development Model. Chinese Special Education, 4, 1-7.
  • Zhao, J., & Deng, M. (2004). Toward responsive schools: Providing better education for children who are disadvantaged. DFID and Safe Children, UK.
  • Deng, M. (2004). Implementation of policy on inclusive education in China: Administrators’ voices. Educational Research and Experiment, 4, 41-48.
  • Deng, M. (2004). Exploration of the analytical framework for learning disability from the perspective of its definition changes in the United States. Chinese Journal of Special Education, 4, 58-64.
  • Deng, M. (2004). Reflection on the curriculum modifications in inclusive education schools. Chinese Journal of Special Education, 3, 1-7.
  • Deng, M. (2004). A comparative study on attitude between urban and rural primary teachers
  • accommodating disabled children towards inclusive education. Educational Research and Experiment, 1, 61-67.
  • Deng, M. (2003). Review of literature on inclusive education and its implications for Chinese special education. Chinese Journal of Special Education, 4, 1-8.
  • Deng, M., & Pan, J. F. (2002). The application of mixed methodology in educational research. Educational Research and Experiment, 3, 56-62.
  • Deng, M. (2001). Basic strategies for general classes to apply the method of co-teaching to educating students with learning difficulties. Educational Research and Experiment, 2, 47-53.
  • CONFERENCE PRESENTATIONS
  • Deng, M (1995). Reinforcing the leadership of blind schools for visually impaired children learning in general classrooms. Paper presented at the Sino-American Joint Conference on Exceptionality in Beijing, 1995, December.
  • Deng, M. (2000). Analysis of Chinese Learning in Regular Classrooms movement. Paper presented at Postgraduate Research Conference, Faculty of Education, The University of Hong Kong.
  • Deng, M. (2001). Analyzing “Learning in Regular Classrooms” Movement in China. Presented at the Council for Exceptional Children Annual International Convention, Kansas city, Missuori, USA, 2001, April.
  • Deng, M. (2002). Implementation of policy on inclusive education in rural and urban China: Administrators’ interpretations. Postgraduate Research Conference, Faculty of Education, The University of Hong Kong, http://www.hku.hk/education/prchomepage/
  • Deng, M. (2004). The Attitudes of Special Education Administrators toward Inclusive Education in China. Presented at Annual Conference of Sino-American Consortium on Education, College of Education Science, Central China Normal University, April of 2004..
  • Deng, M. (2004). Implementation of policy on inclusive education in rural and urban China: Administrators’ interpretations. Presented at the Sino-American Joint Conference on Special Education Needs in Beijing, June of 2004.
  • Deng, M. (2004). Modifications and barriers to instructions for students with disabilities learning in general classrooms in China. Keynote Speech, presented at the HK Red Cross 50TH Anniversary Conference on Special Education, December of 2004.
  • Holdsworth, J., & Deng, M. (2005). From unconscious to conscious inclusion: Meeting special education needs in West China. Paper presented at Inclusive & Supportive Education Congress (ISEC), 1-4 August of 2005, Glasgow, the U.K.
  • Deng, M. & Holdsworth, J. (2005). Ensuring Equity: The Change from Unconscious to Conscious Inclusion in China. Keynote Speech, presented at China-UK Gansu Basic Education Project (GBEP) International Conference on Teacher Development, Special Education Needs and Early Years Education, Lanzhou, Gansu, China.
  • Deng, M. (2005). Linking Teacher Training to Instruction: Strategies for Meeting Special Education Needs in Chinese General Classrooms. Presented at the UNESCAP conference on Disability: A Global Perspective on Rights to Education and Livelihoods, October 16-19, 2005, Bankok, Thailand.
  • Harris, K. & Deng, M. (2006). Goal-based professional development for a Master’s program portfolio. Paper presented at conference of Georgia Association of Colleges for Teacher Education, Callaway Gardens, Georgia, USA., September 28, 2006.
  • Deng, M. (2009). Instructional strategies for Meeting Special Education Needs in Chinese General Classrooms. Keynote Speech, presented at Regional Conference for Special Education Needs held in University of Malaya, Malaysia between July 19-22, 2009.
  • Deng, M. (2010). Is best practice best: Developing effective approaches for inclusive education. Keynote Speech, presented at Inclusive & Supportive Education Congress (ISEC), 1-5 August of 2010, Belfast, the U.K.
  • Deng, M. (2010). Individualized Education Plan in the West and its implications to Chinese Special Education. Keynote speech, presented at International Special Education Summit Forum, October 17-21, Nanjing Technical Institute of Special Education.
  • Deng, M. (2011). Curriculum reform for special education schools: Challenges and Strategies. Keynote Speech, presented at the First Forum for Principals of Special Schools in China, April 14-17, Department of Education, Shangrao, Jiangxi Province, China
  • Deng, M. (2012). Developing effective teaching strategies in inclusive education classrooms in China. Keynote Speech, presented at Annual Conference for Special Education Society, September 16-18, Shanxi Normal University, Shanxi Province, China.
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