Inclusive Education Climate and Teachers' Differentiated Instruction in China: Role of Teachers’ Efficacy and Attitudes

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Professional Development and Praxis: Innovations within Asian Contexts

Abstract

In the context of inclusive education, differentiated instruction ensures students with special needs can achieve comprehensive development. The study of 650 Chinese mainstream teachers found a positive link between inclusive education climate and differentiated instruction (β=0.16, SE=0.05, 95% BootstrapCIs [0.07, 0.26]), mediated by a chain of factors including efficacy for inclusive practices (β=0.24, SE=0.04, 95% BootstrapCIs [0.15, 0.33]), attitudes towards inclusive education (β=0.34, SE=0.07, 95% BootstrapCIs [0.20, 0.49]), and their chain mediating effect (β=0.07, SE=0.02, 95% BootstrapCIs [0.04, 0.12]). The study suggested creating a positive climate, providing resources, and enhancing teachers' efficacy and attitudes to facilitate differentiated instruction.

Author

• Wangqian Fu, Beijing Normal University