The effects of school market systems on primary school students with disabilities in Xi’an city: A complex adaptive systems perspective

Abstract

The city of Xi’an has developed a comprehensive school market system that encompasses private special education primary schools, non-profit organizations, and private tutoring services, enriching the resources and opportunities for individuals with disabilities. This paper examines the implications of this system on students with disabilities in Xi’an through the lens of complex adaptive systems (CASs) theory. Building on relevant literature and policies, we first map the various actors within the school market system. Through in-depth interviews with 78 stakeholders, including 20 parents, 29 teachers, 12 teaching assistants, and 14 educational administrators from 6 private special education primary schools, 2 special education centers, and 3 private tutors, we analyze the actions and interactions among governments, schools, institutions, educators, and parents within a CAS framework. Our findings reveal positive impacts of the Xi’an school market system on students with disabilities, such as meeting educational needs, fostering individualized learning, enhancing academic achievements, and reducing discrimination. However, challenges like policy volatility, funding instability, and meritocratic tendencies threaten the system’s sustainability. We propose strategic recommendations to refine the school market system and promote the holistic development of students with disabilities.