Chinese Class Teachers' Views of the Effects of Inclusive Education for Children with Developmental Disabilities: A Qualitative Study

Autor/inn/en	Yao, Xiaoxue; Liu, Chunling; Wang, Jingying; Du, Linyan; Xin, Weihao
Titel	Chinese Class Teachers' Views of the Effects of Inclusive Education for Children with Developmental Disabilities: A Qualitative Study
Quelle	In: International Journal of Inclusive Education, 25 (2021) 4, S.429-444 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jingying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1557269
Schlagwörter	Inclusion; Students with Disabilities; Developmental Disabilities; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Foreign Countries; Student Behavior; Social Development; Academic Ability; Academic Achievement; Value Judgment; Daily Living Skills; Student Participation; Behavior Problems; Emotional Problems; Interpersonal Relationship; Self Esteem; Learning Processes; China (Shanghai) + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Student behaviour; Schülerverhalten; Soziale Entwicklung; Schulleistung; Werturteil; Alltagsfertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-esteem; Selbstaufmerksamkeit; Learning process; Lernprozess
Abstract	This study investigated the effects of inclusive education for children with developmental disabilities. The study panel comprised 19 class teachers from 16 regular elementary schools across 3 districts in Shanghai, China. By integrating focus groups, individual interviews, and archival data, the results showed that children with developmental disabilities demonstrated certain school adjustment. Regarding social development, they maintained a relatively narrow social network, possibly due to their being overprotected. In terms of academic development, they showed progress in learning process. However, the learning outcomes of some students stagnated or deteriorated. As such, this study explored teacher's experiences regarding the practical realities and value of inclusive education for students with developmental disabilities. In addition, this study makes some suggestions regarding the creation of a beneficial environment in classes for students with developmental disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01