Factors Impacting Classroom Teachers’ Acceptance and Actual Work With Teaching Assistants in Inclusive Classrooms

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Policy Perspectives on Inclusive Education: Global and Local Insights (Table 4)

Abstract

In China, teaching assistants (TAs) are increasingly being employed by schools or parents to support the inclusion of students with disabilities into general education classrooms. This study is to explore the factors that impact classroom teachers’ acceptance and actual work with TAs in inclusive classrooms. The study involved 2423 classroom teachers who participated in quantitative surveys. Results indicate that classroom teachers have positive attitudes towards TAs. Classroom teachers’ age, job title, job satisfaction and perceived TAs’ performance were found to significantly impact the actual work with TAs. Implications for practice and limitations were discussed, as well as suggestions for future studies.

Authors

• Yuan Du, Beiijng Academy of Educational Sciences

• Bolin Zhu, Beijing Academy of Educational Sciences

• Yinghua Chen, Beijing Academy of Educational Sciences

• Sha Lu, Beijing Academy of Educational Sciences

• Shanfeng Wang, Beijing Academy of Educational Sciences

• Zhenyun Zhu, Beijing Academy of Educational Sciences