Measuring parents’ perceptions of inclusive school quality in China: the development of the PISQ scale

Zhao, Meiju; Li, Cheng; Fu, Wangqian; Ma, Xiaochen; Chen, Xiaoyu

doi:10.1080/20473869.2021.1895696

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…However, parental stress appeared to diminish during home-learning in the first lockdown due to parental learning interventions matching their child’s learning with their moment-by-moment health and ASD related needs. With the opportunity to reduce sensory demands, provide positive, consistent nurturing relationships, and have greater flexibility around how and when to conduct learning, transferring these benefits into school settings could enhance the inclusivity agenda, which can be difficult to attain for ASD (Zhao et al , 2021 ) . Indeed, what is critical for inclusion is not the place but rather a sense of belonging, fairness, feeling valued (by teachers), and support to access and thrive in education (Goodall, 2020 ), aspects that might already be more present for some within home environments.…”

Section: Discussionmentioning

confidence: 99%

“…Despite global initiatives for inclusivity in education, this still appears to be elusive. For example, this has been noted as a specific issue for ASD in China (Zhao et al , 2021 ). Furthermore, educational outcomes in school environments for those with ASD are lower than expected (Tsatsanis, 2003 ; Goodall, 2019 ), even though there is an assumption that academically able young people with ASD should be able to cope in mainstream classrooms (Humphrey and Lewis, 2008 ; Goodall, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Inclusivity for children with autism spectrum disorders: Parents’ reflections of the school learning environment versus home learning during COVID-19

Hill

Keville

Ludlow

2021

International Journal of Developmental Disabilities

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Whilst attendance in mainstream school helps encourage inclusivity, these environments are recognised as being particularly challenging for young people with an autism spectrum disorder (ASD). The COVID-19 pandemic brought a novel transition as young people moved from school to home-learning. This study compared the experiences of parents of children with ASD and co-occurring health difficulties of school-learning environments with their home-learning environments during COVID-19 lockdown. An interpretative phenomenological analysis was conducted on semi-structured interviews from six parents of children (aged 8-15 years old) with ASD. Four superordinate themes were generated: Interactions between Health, ASD and Learning Environments; School Support and Managing Health Needs; Seeking Solutions; and Learning from COVID-19 Lockdown. The study highlighted the impact of ASD and co-occurring health difficulties on learning where parents found ways to provide positive home-learning environments which could be used and/or transferred back into school environments. These results hold real-world implications where educators could treat sensory and ASD friendly environments as standard and include genuine adjustments for children with ASD and additional needs. A flexible home-learning approach using parental knowledge around environmental adjustments that support learning, wellbeing and a sense of inclusion should be prioritised for children's overall development and wellbeing in these unprecedented times, and beyond.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Inclusivity for children with autism spectrum disorders: Parents’ reflections of the school learning environment versus home learning during COVID-19

Hill

Keville

Ludlow

2021

International Journal of Developmental Disabilities

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“…However, LRC has been long criticised as ‘sitting in regular classrooms’, indicating that students with disabilities are included only physically rather than academically and socially [ 63 ]. Two critical factors regarding schools’ administration and teachers’ teaching practices have been mentioned in practice and theory.…”

Section: Research Contextmentioning

confidence: 99%

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy

Wang,

Huang,

Huang

et al. 2024

Behavioral Sciences

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This research examined the effects of principal transformational leadership on teachers’ inclusive teaching behaviour, with a particular inquiry into the mediating effects of teachers’ inclusive role identity and efficacy for inclusive practice, as informed by identity theory and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 712 teachers delivering inclusive teaching in primary or secondary schools in China. The results revealed the sequentially mediating mechanisms of teachers’ inclusive role identity and efficacy underlying the principal transformational leadership effects on teachers’ inclusive teaching behaviour. Research implications are also discussed.

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Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience

Chen

et al. 2021

International Journal of Disability, Development and Education

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Measuring parents’ perceptions of inclusive school quality in China: the development of the PISQ scale

Cited by 3 publications

References 39 publications

Inclusivity for children with autism spectrum disorders: Parents’ reflections of the school learning environment versus home learning during COVID-19

Inclusivity for children with autism spectrum disorders: Parents’ reflections of the school learning environment versus home learning during COVID-19

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy

Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience

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