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

Background/Objectives: The purpose of this study is to describe the current status of preschool teachers’ attitudes about inclusive education and discuss the factors that influence these attitudes. Methods: A total of 449 preschool teachers who have students with disabilities or special educational needs in their classrooms and 638 teachers without students with disabilities or special educational needs in their classrooms volunteered to complete the online survey. The survey included two components: a Basic Information Questionnaire and the Early Childhood Inclusive Education Attitude Questionnaire (ECIEAQ). Data were analyzed using descriptive statistics, t-tests, and ANOVA. Results: Scores in the two dimensions of Positivity and Promotion were higher than those in the two dimensions of Resistance and Passivity, indicating an overall positive attitude about inclusive education. Attitudes about inclusive education significantly differed by gender, preschool location, inclusive education training opportunities, and receipt of a special education financial allowance. Inclusive class teachers who are female, aged over 30, teach classes with a child-to-teacher ratio of more than 14, and who work in urban areas show higher levels of Promotion or Resistance than general class teachers. Conclusions: Overall, preschool teachers hold a positive attitude about inclusive education. Training opportunities and a special education financial allowance should be provided to foster positive attitudes. Certain groups of inclusive class teachers may need more support and resources to implement inclusive education.

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Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

Deroncele-Acosta,

Ellis

2024

Education Sciences

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Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.

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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

Cited by 3 publications

References 46 publications

Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction

Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction

Preschool Teachers’ Attitudes about Inclusive Education and Its Influencing Factors in China

Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

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