Understanding Chinese Special Education Resource Teachers' Perceptions and Self-Efficacy Toward Inclusive Education

• In Event: Defining Inclusion: International Perspectives

Abstract

In China, Special Education Resource Teachers (SERT) play a key role in providing appropriate support to children with disabilities who are learning in the regular schools. This study aims to investigate the perceptions and self-efficacy of SERTs in regular schools in Beijing, China, concerning inclusive education. There were 465 teachers participated the study. Results show that in general SERTs’ perceptions and self-efficacy are in middle range, and differed amongst subgroups regarding to working experience and special education background. It was revealed that SERTs’ self-efficacy is significantly associated with their perceptions of inclusive education. Implications are discussed for inclusive education practice and policy in Chin as well as for future research.

Authors

• Yuan Du, Beiijng Academy of Educational Sciences

• Yinghua Chen, Beijing Academy of Educational Sciences

• Shanfeng Wang

• Bolin Zhu, Beijing Academy of Educational Sciences