Building resilience of students with disabilities in China: The role of inclusive education teachers

Mu, Guanglun Michael; Hu, Yang; Wang, Yan

doi:10.1016/j.tate.2017.06.004

Cited by 32 publications

(19 citation statements)

References 42 publications

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“…For Demirok et al [66], in an article published in the International Journal of Emerging Technologies in Learning (IJET), in the quartile Q2 ranking, effective communication skills are highlighted. For Mu et al [60], in an article published in Teaching and Teacher Education magazine, in the quartile Q1 classification, the competence of resilience is highlighted. According to Pickl et al [63], in an article published in the International Journal of Inclusive Education, in the quartile Q1 classification, the skills of resilience, reflexibility, collaborative work, self-efficacy, and effective communication are highlighted.…”

Section: Resultsmentioning

confidence: 99%

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The Soft Skills of Special Education Teachers: Evidence from the Literature

2021

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The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review.

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Section: Resultsmentioning

confidence: 99%

“…The article by Mu et al [60] focuses on resilience. This quantitative study, based on an ecological perspective, investigates the role of Chinese inclusive education teachers in the process of resilience of students with disabilities.…”

Section: Resultsmentioning

confidence: 99%

The Soft Skills of Special Education Teachers: Evidence from the Literature

2021

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“…Although the concept of resilience has received increasing attention and importance among the Chinese population with physical disability (Yang and Wen, 2015;Mu et al, 2017), no validated instruments were available to evaluate the resilience for this population. The present study translated the MSRS into Chinese and examined its psychological characteristics in a sample of PWPD.…”

Section: Discussionmentioning

confidence: 99%

Cross-Cultural Adaptation and Validation of the Physical Disability Resiliency Scale in a Sample of Chinese With Physical Disability

Duan

Xiong³

2020

Front. Psychol.

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This study adapted the Physical Disability Resilience Scale (PDRS) to Chinese conditions and evaluated the psychometric characteristics of the Chinese version in individuals with physical disability. A total of 438 individuals with physical disability were included in this study. The PDRS was translated to Chinese using a backward translation method. Construct validity, internal consistency reliability, and convergent validity were examined. Confirmatory factor analysis failed to replicate the original five-factor structure of the PDRS. After removing the Spirituality factor and an underperformed item (Item 22), exploratory factor analysis yielded four trait factors (i.e., Emotional and Cognitive Strategies, Physical Activity and Diet, Peer Support, and Support from Family and Friends) and a method-effect factor. A correlated trait–correlated method model that included the four trait factors and a method-effect factor reported better model fit than the four-factor model, which did not consider method effects. The four subscales of the revised PDRS showed adequate internal consistency. The convergent validity of the revised PDRS was established by the moderate-to-strong associations between its four subscales and theoretically related constructs. We conclude that the revised PDRS is a reliable and valid measure in assessing resilience among Chinese people with physical disability.

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“…With short-term development, there is still a serious gap in the interventions for children with disabilities. Many empirical studies suggest that there is a critical need for children with disabilities in developing resilience (Mather & Ofiesh, 2005; Mu et al, 2017).…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

A Scoping Review of Resilience-Focused Interventions of Kunjing Children in Mainland China

Wang

Zhang

Fan

et al. 2020

Research on Social Work Practice

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Purpose: Kunjing children refer to those who endure harsh living conditions due to family poverty, health problems, and lack of parental care in Mainland China. This scoping review aims to explore interventions promoting the resilience of kunjing children in China. Method: Both Chinese and English studies published by January 2020 were reviewed through a comprehensive search of articles in Web of Science and Chinese National Knowledge Infrastructure. Empirical studies targeting resilience-focused interventions for kunjing children in China were selected. Results: A total of 12 studies were reviewed. Seven studies tested interventions involving only kunjing children, and the other five involved both children and parents/caregivers. Children with health problems and those who lack parental care participated in the programs, but children in poverty were absent. Group-based interventions were the most commonly used programs, which were effective. Conclusion: The current state of intervention studies calls for programs that promote resilience of kunjing children and their parents/caregivers.

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Building resilience of students with disabilities in China: The role of inclusive education teachers

Cited by 32 publications

References 42 publications

The Soft Skills of Special Education Teachers: Evidence from the Literature

The Soft Skills of Special Education Teachers: Evidence from the Literature

Cross-Cultural Adaptation and Validation of the Physical Disability Resiliency Scale in a Sample of Chinese With Physical Disability

A Scoping Review of Resilience-Focused Interventions of Kunjing Children in Mainland China

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