Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

Yan, Tingrui; Deng, Meng

doi:10.1080/13603116.2018.1435741

Cited by 33 publications

(14 citation statements)

References 30 publications

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“…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

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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.

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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

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“…The more qualified the education of a nation, the more intelligent and quality human resources the nation will. Schools as the only formal educational institutions organized by the government play an important role in realizing the goals of national education (Syed Hassan, 2018;Veryaeva & Solovyeva, 2021;Yan & Deng, 2019). One way to achieve this goal is through interaction in the learning process at school which is carried out consciously (Daryono et al, 2021;Kusuma et al, 2021) and directed towards changing student behavior as expected (Lai et al, 2021;Zhou et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Blended Learning Combined the Team Game Tournament on the Learning Outcomes of Electrical Engineering Students

Arga¹,

Nugraha²,

Sudira³

et al. 2022

j. pendidik. indonesia.

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The pandemic condition forced schools to carry out online learning.As a result, learning becomes ineffective. This study aims to determine the effectiveness of the learning model and the differences in learning outcomes in the subject of Basic Electromechanical Work using the blended learning model of the flipped classroom combined with the team game tournament with the lecture learning model. This study uses a quasi-experiment approach. The research subjects were 68 students of class X Electrical Engineering. The research design used a non-equivalent control group design. Data analysis used description analysis, prerequisite test, and hypothesis. Hypothesis testing using the Mann-Whitney and Wilcoxon tests. The results showed that the flipped classroom learning model was more effective than the lecture model, indicated by an increase in the pretest-posttest score of 3.74 and the control class of 2.24. The flipped classroom model has a significant difference in learning outcomes compared to the lecture model. For students, the use of flipped classroom learning makes it easier and increases interest in learning so that they become more creative and critical which has an impact on increasing students' cognitive, affective and psychomotor abilities. The application of the team game tournament as a learning medium is able to attract students' interest in the learning process.

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“…Currently, the development of inclusive education in Mainland China is guided by educational policies issued by the government (Xu et al, 2018). Teachers generally lack the relevant professional knowledge and skills needed for meeting the needs of these students (Yan & Deng, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Owing to the development of school social work, school social workers act as one of the members of the school mental health team. For example, school social workers organize activities such as experiential games, art, and sports for students with learning disabilities to supplement school resources to meet the needs of students at multiple levels of development (Yan & Deng, 2018).…”

Section: Introductionmentioning

confidence: 99%

Involvement of parents of children with ADHD in schools: Implications for social work practice

Chan

2021

Journal of Social Work

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Summary School social workers and school counselors play an important role in providing support to the parents of children with attention deficit hyperactivity disorder (ADHD). Issues regarding the barriers to parental involvement have not been well-explored empirically in social work. By means of semistructured interviews, this study explored the perspectives of 20 Mainland Chinese parents about parental involvement in their children’s education and in schools, parent–teacher relationships, the social factors that affect individual families, and the cultural and contextual factors that hinder parental involvement in children’s education. Findings Using thematic analysis, the researchers identified major themes: (a) emotional overinvolvement of parents in children’s education; (b) withdrawal of fathers; (c) positive and negative teacher–parent relationships; (d) contextual factors: school culture, system, and policies; and (e) parents’ preferred sources of support. Applications This research provides insight for school social workers and school counselors to develop supportive measures for parents of children with ADHD. Furthermore, it is recommended that social workers mediate tensions that arise from conflicts between teachers and parents. Social workers need to be sensitive to the power and cultural issues embedded in a parent–teacher relationship to facilitate parental involvement in school mental health services for children with ADHD. In particular, the cultural beliefs that affect parents and teachers relationships should not be ignored.

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Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

Cited by 33 publications

References 30 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

The Effectiveness of Blended Learning Combined the Team Game Tournament on the Learning Outcomes of Electrical Engineering Students

Involvement of parents of children with ADHD in schools: Implications for social work practice

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