The aim of this study was to develop and validate an instrument of inclusive teachers' competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers' competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers' competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education.
ARTICLE HISTORY
Abstract. From the reality that talent training at our current cost engineering curriculum system does not match engineering industry needs, by using grounded theory method, we explore four factors associated with cost engineering curriculum system setting-platform courses, career stage, course system, colleges-enterprises unities, and got three kinds of logical relationships between them interrelated: Technology-Economy-Law-Management Course has different roles at different career stages; we can improve curriculum system settings to make platform courses match with career stages; two-pronged approach-improving curriculum and colleges-enterprises unities-is an effective way to achieve these goals. Finally, the paper proposed suggestions for improvement curriculum corresponding with our findings. We think that colleges should attach importance to the technology platform courses, practice-oriented teaching and colleges-enterprises unities in order to meet industry demand for cost engineering personnel.
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