Mainstream Teachers' Perceptions of Individual Differences among Students in Inclusive Education Settings of China

Autor/inn/en	Xu, Su Qiong; Cooper, Paul
Titel	Mainstream Teachers' Perceptions of Individual Differences among Students in Inclusive Education Settings of China
Quelle	In: International Journal of Inclusive Education, 26 (2022) 8, S.815-833 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1735541
Schlagwörter	Foreign Countries; Teacher Attitudes; Inclusion; Students with Disabilities; Individual Differences; Student Characteristics; Ability; Student Behavior; Student Motivation; Family Influence; Student Needs; Student Diversity; Elementary School Teachers; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individueller Unterschied; Fähigkeit; Fertigkeit; Student behaviour; Schülerverhalten; Schulische Motivation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper explores how mainstream teachers, in mainland China with experience of inclusive education, perceive individual differences (ID) among students in general education classrooms. The study adopted a qualitative research approach and employed purposeful sampling and semi-structured interviews. It was found that the mainstream teachers tended to conceptualise ID among students in accordance with five categories: perceived student ability; perceived student behaviour and motivation; perceived students' personal attributes; perceived family factors and observed learning outcomes. The mainstream teachers' particular concerns in relation to catering for ID were also revealed and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01