Multidimensional classroom support to inclusive education teachers in Beijing, China
Wang, Yan, Mu, Guanglun Michael, Wang, Zhiqiang, Deng, Meng, Cheng, Li, & Wang, Hongxia (2015) Multidimensional classroom support to inclusive education teachers in Beijing, China. International Journal of Disability, Development and Education, 62(6), pp. 644-659.
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers’ inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research.
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|Item Type:||Journal Article|
|Keywords:||China; classroom support; cultural support; inclusive education; inclusive education teachers; institutional support; Learning in Regular Classroom; peer support; physical support; specialist support|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2015 Taylor & Francis|
|Deposited On:||25 Aug 2015 06:30|
|Last Modified:||21 Oct 2015 04:54|
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