Chinese Regular Education Teachers' Perceptions of the Holistic Development of Students with Special Educational Needs in Inclusive Schools

Autor/inn/en	Yan, Tingrui; Deng, Meng; Ma, Ying
Titel	Chinese Regular Education Teachers' Perceptions of the Holistic Development of Students with Special Educational Needs in Inclusive Schools
Quelle	In: International Journal of Inclusive Education, 25 (2021) 6, S.686-704 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1572233
Schlagwörter	Foreign Countries; Teacher Attitudes; Test Construction; Questionnaires; Test Validity; Student Development; Students with Disabilities; Test Reliability; Student Needs; Inclusion; Factor Structure; Academic Achievement; Interpersonal Competence; Social Behavior; Standards; Psychomotor Skills; Student Behavior; Behavior Modification; Student Characteristics; Educational Environment; Regular and Special Education Relationship; Barriers; Equal Education; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Testaufbau; Fragebogen; Testvalidität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Testreliabilität; Inklusion; Faktorenstruktur; Schulleistung; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Standard; Psychomotorische Aktivität; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure contained six dimensions: Academic Performance (AP), School Adaptive Skills (SAS), Social Rules (SR), Motor Ability (MA), Interpersonal Relationships (IR), and Behaviour Management (BM). The data showed that students with SEN gained in the IR, SAS, SR and BM domains. These domains are more closely related to social and life skills than AP, which received the lowest scores. Student development in different domains varied depending on demographic variables, including student characteristics, learning environment and regular education teachers. The findings suggest that teachers prioritise the abilities of students with SEN to adapt to 'learning' and 'life' in inclusive schools. The presence of students with SEN in inclusive schools is a longstanding challenge facing Chinese inclusive education. There remains a long way to go to realise the goal of equitable and appropriate education for all. Continuous reform should be strengthened to support a more equitable education system with increased training and support for inclusive schools in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01