Teacher Views of Support for Inclusive Education in Beijing, China

Autor/inn/en	Xu, Xiaoli; Malinen, Olli-Pekka
Titel	Teacher Views of Support for Inclusive Education in Beijing, China
Quelle	In: International Journal of Special Education, 30 (2015) 3, S.150-159 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Inclusion; Teacher Attitudes; Teaching Experience; Interviews; Focus Groups; Semi Structured Interviews; Family Involvement; Resource Teachers; Administrator Role; School Support; Accessibility (for Disabled); China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerverhalten; Interviewing; Interviewtechnik; Lehrpersonal; Schulförderverein; Accessibility; Zugänglichkeit
Abstract	This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing municipality. The teachers identified the lack of family support as a major challenge for their work. Several teachers reported collaboration with resource teachers bur the scope of that cooperation was quite limited. The teachers expressed satisfaction with the support from school leaders both directly and indirectly through opportunities for professional development. Despite receiving different forms of support the teachers expressed that it did not adequately address to the challenges they face when teaching inclusive class of learners. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01