The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China

ABSTRACT

The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers’ competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education.

KEYWORDS:

• Validation
• questionnaire
• inclusive teachers
• competency

Notes on contributors

Meng Deng is currently a professor and deputy head at Department of Special Education of Beijing Normal University, Peoples' Republic of China. His research interests include inclusive education, special education policy, and education for students with developmental disabilities. He is the vice president of the Chinese Association for Special Higher Education.

Sisi Wang is an assistant professor in Department of Special Education of Nanjing Normal University of Special Education, Peoples' Republic of China. Her research interests include curriculum design for children with special educational needs, and inclusive education.

Wenjun Guan is an assistant professor at Department of Special Education in Xinjiang Normal University, Peoples' Republic of China. His research interests are educational psychology for children with special educational needs, and instructional adaptations in inclusive settings.

Yan Wang is a professor and deputy head at Department of Special Education of Beijing Normal University, Peoples' Republic of China. Her research interests include special teacher education and early intervention.

Additional information

Funding

This research was supported by ‘the Fundamental Research Funds for the Central Universities’ from Beijing Normal University.