Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China

Abstract

Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers’ inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research.

Keywords:

• China
• classroom support
• cultural support
• inclusive education
• inclusive education teachers
• institutional support
• Learning in Regular Classroom
• peer support
• physical support
• specialist support

Additional information

Funding

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.