Examination of Chinese Teachers' Attitudes towards Inclusive Education

Autor/inn/en	Ai, Jun; Zhang, Jihong; Horn, Eva; Liu, Hao; Huang, Jingjing; Ma, Yanjuan
Titel	Examination of Chinese Teachers' Attitudes towards Inclusive Education
Quelle	In: Journal of International Special Needs Education, 25 (2022) 2, S.74-86 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ai, Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Inclusion; Special Education; At Risk Students; Students with Disabilities; Developmental Delays; Attitudes toward Disabilities; Positive Attitudes; Attitude Measures; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsverzögerung
Abstract	The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the "Multidimensional Attitudes Toward Inclusive Education Scale" (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01