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Perceptions of Collaboration for Inclusive Education between Special Education Teachers and General Education Teachers in China

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(1), pp.91-121
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2023
  • Accepted : March 10, 2023
  • Published : March 31, 2023

Wan, Wenjing 1 Chung, Jin-Ja 2 Fan, Xiaoyi 3

1中国 滨州医学院
2우석대학교
3우석대학교 특수교육과

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ABSTRACT

[Purpose] The purpose of this study was to investigate the differences in perceptions of collaboration for inclusive education between special education teachers and general education teachers in China. [Method] This study conducted a questionnaire survey on 405 special education teachers and general education teachers of general schools with special classes in China. [Results] First, the Chinese special education teachers and general education teachers had a higher awareness of the importance of collaboration for inclusive education than the level of perception of the performance. The special education teachers had a high level of awareness of the importance of the parents' area, and the general education teachers had a high level of performance in the learning guidance area. Second, in Chinese special education teachers, the parents’area was found to be an area of a low level of importance but a high level of performance of collaboration for inclusive education, that is, the area of avoiding over-effort. And in the area of learning guidance and life guidance, collaboration was recognized as important, but the level of performance was low, that is, it was a concentration of improvement efforts area. The general education teachers perceived a high level of both importance and performance of collaboration in the area of learning guidance, and it was the sustainability of performance area. In the area of life guidance, the level of importance was high but the performance level was low, that is it was an area of concentration of improvement efforts. [Conclusion] The results provide an implication for the establishment of a system for the settlement of inclusive education in China and the development of programs to improve the professionalism of both special teachers and general teachers.

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