The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China

Deng, Meng; Wang, Sisi; Wenjun, Guan; Wu, Yan

doi:10.1080/13603116.2016.1197326

Cited by 45 publications

(25 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Or, it could be due to inefficient and ineffective prevention, provision, and treatment methods in the area of special education, resulting in high demand for special education provision. In this regard, prior research reported the need for further training for regular education teachers towards more inclusive education [18][19][20] (limitations of Learning in Regular Classrooms (LRC) [21][22][23][24]). Second, it is very interesting to see the number of total enrolment and graduates before and after the National Plan close to one another.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Alduais

Deng

2019

Education Sciences

Self Cite

View full text Add to dashboard Cite

The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design study at a 7-year interval including six variables of special education: number of schools, total enrolment, new enrolment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrolments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education—evidenced by an insignificant increase in total enrolment and graduates at the two compared intervals.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Alduais

Deng

2019

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…One may endlessly analyze experience of foreign countries (Deng, Wang, Guan, Wang, 2017;Altemueller, Lindquist, 2017;Rusznyak, Walton, 2017), debate on this issue, estimating these and those models of inclusive education (Scandinavian model, Swedish Model, American Model, Italian Approach) and the ways of their implementation. But one thing is beyond any doubts: the Russian Federation should follow its own way of inclusion development, taking into account its own peculiarities, opportunities, economic factor of each separate region, combining certain elements of already existing models and approaches, taking into account their pros and cons, advantages and disadvantages.…”

Section: Resultsmentioning

confidence: 99%

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

Sidorova¹,

Repina²,

Nemtsova³

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The article reveals specific features of introducing inclusive education at the regional level into secondary general education institutions based on the case study of Primorsky Krai, the Russian Far East.The authors have put forward an assumption that to lay foundations of inclusive education properly and to avoid failures during its implementation, it is necessary, already at the regional level, to consider and evaluate all essential and situational contradictions and constraints, risks and resources. Analysis of statutes and regulations, provided for implementation of inclusive education at the regional level, at the country level (the Russian Federation), as well as at the level of the region under study, has shown that inclusive trends have rooted themselves in domestic education and have already gained the status of official government policy. Moreover, when analyzing practical aspects of inclusive education, the authors have faced discrepancies between theory and its practical implementation, which is a problem of Primorsky Krai and each region of the Russian Federation taken separately. The authors have analyzed legal regulations providing for inclusive education implementation, and current issues hindering such implementation, and eventually have offered their solutions in part of substantiation of the most suitable model under conditions of Primorsky Krai, the Russian Far East. The authors believe that each territory should follow its own way of inclusion development, taking into account its own peculiarities, opportunities, economic factor of each region taken separately, combining certain elements of already existing models and approaches, weighing their pros and cons, advantages and disadvantages.

show abstract

“…The data were analysed through exploratory factor analysis (EFA), using the Statistical Package for Social Sciences (SPSS) version 16.0, to determine groups of significant latent variables existing between items of the ICAQ. EFA allowed for the reduction of the size of a bank of items in order to identify the underlying dimensions of ICAQ [38].…”

Section: Analysis Of Datamentioning

confidence: 99%

Attitudes of Children with Hearing Loss towards Public Inclusive Education

Rosa

Angulo

2019

Education Sciences

View full text Add to dashboard Cite

Background: This study raised the following problem: How reliable is the Inclusion for Children and Adolescents Questionnaire (ICAQ) when measuring the attitudes of students with hearing loss towards inclusive education (IE) in public schools in the Canary Islands? Methods: The sample consisted of 297 students from the province of Gran Canaria, and 137 students from the province of Tenerife, with an average age of 11 years old. An exploratory factor analysis determined the reliability and relevance of ICAQ. Results: The authors found four factors of students’ attitudes towards IE: Family involvement and use of technology, inclusion in the centre, communication with medical specialists, and assessment of the support technology. Conclusion: There were significant differences between the students with hearing loss in terms of the following factors: Inclusion in the centre and assessment of the support technology. The total score of students’ attitudes towards IE was high. This piece of research is very important for the governing body of any school administration, especially in relation to schools’ educational planning and IE.

show abstract

The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China

Cited by 45 publications

References 21 publications

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

Attitudes of Children with Hearing Loss towards Public Inclusive Education

Contact Info

Product

Resources

About