Teacher-student interaction in a special school for students with developmental disabilities in Chinese context

References

• Agran, M., Alper, S. and Wehmeyer, M. 2002. Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation & Developmental Disabilities, 37, 123–133.
   Google Scholar
• Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B. and Pianta, R. 2013. Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42, 76–98.
   PubMed Web of Science ®Google Scholar
• Alves, A. J. and Gottlieb, J. 1986. Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers. Learning Disability Quarterly, 9, 77–83.
   Web of Science ®Google Scholar
• Artiles, A. J., Harris-Murri, N. and Rostenberg, D. 2006. Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 45, 260–268.
   Web of Science ®Google Scholar
• Avramidis, E. and Norwich, B. 2002. Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147.
   Google Scholar
• Barron, B. 2007. Video as a tool to advance understanding of learning and development in peer, family, and other informal learning contexts. In: R. Goldman, R. D. Pea, B. Barron and S. Derry, eds. Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates, pp.159–87.
   Google Scholar
• Birch, S. H. and Ladd, G. W. 1997. The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
   Web of Science ®Google Scholar
• Black, S. 2001. Ask me a question: How teachers use inquiry in a classroom. The American School Board Journal, 188, 43–45.
   Google Scholar
• Brophy, J. E. and Good, T. L. 1970. Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61, 365–374.
   Web of Science ®Google Scholar
• Brophy, J., and Evertson, C. 1976. Learning from teaching: a developmental perspective. Boston: Allyn and Bacon. 
   Google Scholar
• Brown, H. D. 2014. Principles of language learning and teaching: A course in second language acquistion. London: Pearson Education.
   Google Scholar
• Buyse, E., Verschueren, K., Doumen, S., Van Damme, J. and Maes, F. 2008. Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367–391.
   PubMed Web of Science ®Google Scholar
• Cadima, J., Leal, T. and Burchinal, M. 2010. The quality of teacher–student interactions: Associations with first graders’ academic and behavioral outcomes. Journal of School Psychology, 48, 457–482.
   PubMed Web of Science ®Google Scholar
• Cameron, D. L. 2014. An examination of teacher–student interactions in inclusive classrooms: Teacher interviews and classroom observations. Journal of Research in Special Educational Needs, 14, 264–273.
   Google Scholar
• Campbell, J. R. and Barnes, C. W. 1969. Interaction analysis: A breakthrough? The Phi Delta Kappan, 50, 587–590.
   Web of Science ®Google Scholar
• Carter, E. W., Owens, L., Trainor, A. A., Sun, Y. and Swedeen, B. 2009. Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 114, 179–192.
   PubMedGoogle Scholar
• Caspi, A., Elder, G. H. and Bem, D. J. 1987. Moving against the world: Life-course patterns of explosive children. Developmental Psychology, 23, 308–313.
   Web of Science ®Google Scholar
• Chapman, R. B., Larsen, S. C. and Parker, R. M. 1979. Interactions of first-grade teachers with learning disordered children. Journal of Learning Disabilities, 12, 20–25.
   Web of Science ®Google Scholar
• Chen, J. G. 2019. Basic characteristics and implementing strategies of mathematics vitality classroom in secondary vocational schools. China’s Vocational and Technical Education, 10–14.
   Google Scholar
• Chen, Y. 1996. Making special education compulsory and inclusive in China. Cambridge Journal of Education, 26, 47–58.
   Google Scholar
• Cheung, R. H. P. 2012. Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37, 43–51.
   Web of Science ®Google Scholar
• Cheung, R. H. P. 2017. Teacher-directed versus child-centred: The challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 25, 73–86.
   Web of Science ®Google Scholar
• Collier, M. 2001. Approaches to analysis in visual anthropology. In: T. Van Leeuwen & C. Jewitt, eds. The handbook of visual analysis. London: SAGE, pp.35–60.
   Google Scholar
• Connor, C. M., Son, S. H., Hindman, A. H. and Morrison, F. J. 2005. Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343–375.
   Web of Science ®Google Scholar
• Cook, B. G. 2001. A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities. The Journal of Special Education, 34, 203–213. doi:https://doi.org/10.1177/002246690103400403.
   Web of Science ®Google Scholar
• Cook, B. G. and Cameron, D. L. 2010. Inclusive teachers’ concern and rejection toward their students: Investigating the validity of ratings and comparing student groups. Remedial and Special Education, 31, 67–76.
   Web of Science ®Google Scholar
• Cooper, H. M. 1979. Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49, 389–410.
   Web of Science ®Google Scholar
• Cooper, J. and Irizarry, J. 2014. Classroom teaching skills. 10th ed. Belmont, CA: Wadsworth Cengage Learning.
   Google Scholar
• Dembo, M. H., Yoshida, R., Reilly, T. and Reilly, V. 1978. Teacher student interaction in special education classrooms. Exceptional Children, 49, 212–213.
   Google Scholar
• Deng, M. and Poon-McBrayer, K. F. 2004. Inclusive education in China: Conceptualisation and realisation. Asia Pacific Journal of Education, 24, 143–156.
   Google Scholar
• Deng, M. and Zhu, X. 2016. Special education reform towards inclusive education: Blurring or expanding boundaries of special and regular education in China. Journal of Research in Special Educational Needs, 16, 994–998.
   Web of Science ®Google Scholar
• Deng, M., Poon-McBrayer, K. F. and Farnsworth, E. B. 2001. The development of special education in China: A sociocultural review. Remedial and Special Education, 22, 288–298.
   Web of Science ®Google Scholar
• Deutsch, C., Dube, W. and McIlvane, W. 2008. Attention deficits, attention-deficit hyperactivity disorder, and intellectual disabilities. Developmental Disabilities Research Reviews, 14, 285–292.
   PubMedGoogle Scholar
• Ding, Y. 2007. Inclusive education: The developmental tendency, meaning, and enlightenment of contemporary education. Studies in Foreign Education, 34, 22–26.
   Google Scholar
• Dole, S., Bloom, L. and Kowalske, K. 2016. Transforming pedagogy: Changing perspectives from teacher-centered to learner-centered. Interdisciplinary Journal of Problem-Based Learning, 10, 1.
   Web of Science ®Google Scholar
• Downer, J., Sabol, T. J. and Hamre, B. 2010. Teacher-child interactions in the classroom: Toward a theory of within-and cross-domain links to children’s developmental outcomes. Early Education & Development, 21, 699–723.
   Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. and Schellinger, K. B. 2011. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
   PubMed Web of Science ®Google Scholar
• Ellsworth, N. J. and Zhang, C. 2007. Progress and challenges in China’s special education development: Observations, reflections, and recommendations. Remedial and Special Education, 28, 58–64.
   Web of Science ®Google Scholar
• Empson, S. B. 2003. Low-performing students and teaching fractions for understanding: An interactional analysis. Journal for Research in Mathematics Education, 34, 305–343.
   Web of Science ®Google Scholar
• Englehart, J. M. 2009. Teacher–student interaction. In: L. J. Saha & A. G. Dworkin, eds. International handbook of research on teachers and teaching. Boston, MA: Springer, pp.711–722.
   Google Scholar
• Erickson, F. 1986. Qualitative methods in research on teaching. In M. C. Wittrock, ed. Handbook of research on teaching. 3rd ed. New York, NY: Macmillan, pp.119–161.
   Google Scholar
• Evertson, C. and Emmer, E. 1982. Preventive classroom management. In D. Duke, ed. Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development, pp.2–31.
   Google Scholar
• Fang, H. G., Gao, C. Z. and Chen, J. 2012. Improved flanders interactive analysis system and its application. Chinese Electrification Education, 33, 109–113.
   Google Scholar
• Fantuzzo, J. W., Gadsden, V. L. and McDermott, P. A. 2011. An integrated curriculum to improve mathematics, language, and literacy for head start children. American Educational Research Journal, 48, 763–793.
   Web of Science ®Google Scholar
• Fink, A. H. 1972. Teacher-pupil interaction in classes for the emotionally handicapped. Exceptional Children, 38, 469–474.
   PubMed Web of Science ®Google Scholar
• Flanders, N. A. 1963. Intent, action and feedback: A preparation for teaching. Journal of Teacher Education, 14, 251–260.
   Web of Science ®Google Scholar
• Flanders, N. 1970. Analysing teacher behaviour. Reading, MA: Addison-Wesley.
   Google Scholar
• Flanders, N. A. and Simon, A. 1969. Teacher effectiveness. Classroom Interaction Newsletter, 5, 18–37.
   Google Scholar
• Freiberg, H. J. 1981. Three decades of the Flanders interaction analysis system. The Journal of Classroom Interaction, 16, 1–7.
   Google Scholar
• Fu, W. Q., Mo, L. L., and Xiao, F. 2016. From “knowledge learning” to “full life” – the change of the value orientation of curriculum reform in special schools for children with developmental disabilities in China. Chinese Journal of special education, 23, 32–37.
   Google Scholar
• Gall, M. 1984. Synthesis of research on teachers’ questioning. Educational Leadership, 42, 40–47.
   Web of Science ®Google Scholar
• Gao, W. 2007. Interactive analysis of speech ACTS between teachers and students in classroom teaching.
   Google Scholar
• Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J. and Rogers, T. 2016. Creating birds of similar feathers: Leveraging similarity to improve teacher–student relationships and academic achievement. Journal of Educational Psychology, 108, 342–352.
   Web of Science ®Google Scholar
• General Office of the State Council of China. 2014. Plan for upgrading the level of special education (2014–2016). Available at <http://www.gov.cn/xxgk/pub/govpublic/mrlm/201401/t20140118_66612.html>[accessed 20 November 2019] .
   Google Scholar
• Gest, S. D. 1997. Behavioral inhibition: Stability and associations with adaptation from childhood to early adulthood. Journal of Personality and Social Psychology, 72, 467–475.
   PubMed Web of Science ®Google Scholar
• Good, T. L. 1970. Which pupils do teachers call on? The Elementary School Journal, 70, 190–198.
   Web of Science ®Google Scholar
• Goronga, P. 2013. The nature and quality of classroom verbal interaction: Implications for primary school teachers in Zimbabwe. Academic Research International, 4, 431–444.
   Google Scholar
• Granic, I. and Patterson, G. R. 2006. Toward a comprehensive model of antisocial development: A dynamic systems approach. Psychological Review, 113, 101–131.
   PubMed Web of Science ®Google Scholar
• Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H. and Pianta, R. C. 2015. Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the Classroom Assessment Scoring System-Secondary. The Journal of Early Adolescence, 35, 651–680.
   PubMed Web of Science ®Google Scholar
• Hagenauer, G. and Volet, S. E. 2014. Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40, 370–388.
   PubMed Web of Science ®Google Scholar
• Hamre, B. K. and Pianta, R. C. 2005. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development, 76, 949–967.
   PubMed Web of Science ®Google Scholar
• Harris, D. 1982. Communicative interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2, 21–37.
   Google Scholar
• Harrop, A. and Swinson, J. 2003. Teachers' Questions in the Infant, Junior and Secondary School. Educational Studies, 29, 49–57. doi:https://doi.org/10.1080/03055690303265.
   Web of Science ®Google Scholar
• He, J. D. 2009. The survival education of mental retarded children: A case study of curriculum development. Chinese Journal of Special Education, 16, 51–56.
   Google Scholar
• Hieneman, M., Dunlap, G. and Kincaid, D. 2005. Positive support strategies for students with behavioral disorders in general education settings. Psychology in the Schools, 42, 779–794.
   Web of Science ®Google Scholar
• Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G. and Al, E. 1990. Toward a technology of “nonaversive” behavioral support. Research and Practice for Persons with Severe Disabilities, 30, 125–132.
   Google Scholar
• Huang, Z. H. 2017. An empirical study on teachers and students’ classroom interactive speech act for Chinese class in deaf schools. Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Hughes, J. N. and Im, M. H. 2016. Teacher–student relationship and peer disliking and liking across grades 1–4. Child Development, 87, 593–611.
   PubMed Web of Science ®Google Scholar
• Jacobs, J. K., Kawanaka, T. and Stigler, J. W. 1999. Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31, 717–724.
   Google Scholar
• Jarrold, C., Baddeley, A. D. and Phillips, C. 1999. Down syndrome and the phonological loop: The evidence for, and importance of, a specific verbal short-term memory deficit. Down Syndrome Research and Practice, 6, 61–75.
   PubMedGoogle Scholar
• Jennings, P. A. and Greenberg, M. T. 2009. The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
   Web of Science ®Google Scholar
• Jones, R. L. 1972. Labels and stigma in special education. Exceptional Children, 38, 553–564.
   PubMed Web of Science ®Google Scholar
• Jordan, A. and Stanovich, P. 2001. Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with student self-concept. International Journal of Disability, Development and Education, 48, 33–52.
   Google Scholar
• Jordan, A., Lindsay, L. and Stanovich, P. J. 1997. Classroom teachers’ instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18, 82–93.
   Web of Science ®Google Scholar
• Jussim, L. and Harber, K. D. 2005. Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155.
   PubMed Web of Science ®Google Scholar
• Kawanaka, T. and Stigler, J. 1999. Teachers’ use of questions in eighth-grade mathematics classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learning, 1, 255–278.
   Google Scholar
• Kemp, C. and Carter, M. 2002. The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22, 391–411.
   Google Scholar
• Korkmaz, O. and Yesil, R. 2010. A comparison of different teaching applications based on questioning in terms of their effects upon pre-service teachers’ good questioning skills. (Report). College Student Journal, 44, 1006.
   Google Scholar
• Kurt, O. and Tekin-Iftar, E. 2008. A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28, 53–64.
   Web of Science ®Google Scholar
• Li, P. 2015. A study on high school biology teacher’s classroom teaching behavior which take show and tell in central south area’s teaching seminars in 2013 for instance. Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Li, S. 2014. A study on teacher-student interaction in classroom of mentally retarded schools which take the Rixin school in Dalian as an example. Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Li, X. J., Sun, Y. and Jia, K. R. 2010. Reflections on the problems arising in the practice of the package-shift mode in schools for the mentally retarded. Chinese Journal of Special Education, 17, 48–52.
   Google Scholar
• Li, X. Q. 2015. Research on the cultivation of interactive relationship between teachers and students in schools for intelligence disability. Basic Education Research, 28, 34–35.
   Google Scholar
• Liu, B., Liu, H., Zhang, H. and Qin, X. 2018. A social force evacuation model driven by video data. Simulation Modelling Practice and Theory, 84, 190–203.
   Web of Science ®Google Scholar
• Loepp, F. L. 1999. Models of curriculum integration. The Journal of Technology Studies, 25, 21–25.
   Google Scholar
• Lonning, R. A., DeFranco, T. C. and Weinland, T. P. 1998. Development of theme-based, interdisciplinary, integrated curriculum: A theoretical model. School Science and Mathematics, 98, 312–319.
   Google Scholar
• Lyon, H. C., Holzer, M., Reincke, M., Brendel, T., Ring, J., Weindl, A., Zottmann, J. M. and Fischer, M. R. 2014. Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process. Medical Teacher, 36, 903–911.
   PubMed Web of Science ®Google Scholar
• Madden, N. A. and Slavin, R. E. 1983. Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53, 519–569.
   Web of Science ®Google Scholar
• Makdissi, M. and Davis, G. 2016. Using video analysis for concussion surveillance in Australian football. Journal of Science and Medicine in Sport, 19, 958–963.
   PubMed Web of Science ®Google Scholar
• Martin, D. and Cuban, L. 2005. Teaching for historical thinking: Teacher conceptions, practices, and constraints. ProQuest dissertations and theses.
   Google Scholar
• Matsumura, L. C., Slater, S. C. and Crosson, A. 2008. Classroom climate, rigorous instruction and curriculum, and students’ interactions in urban middle schools. The Elementary School Journal, 108, 293–312.
   Web of Science ®Google Scholar
• McDuffie, K., Mastropieri, M. and Scruggs, T. 2009. Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student-teacher interactions. Exceptional Children, 75, 493–510.
   Web of Science ®Google Scholar
• McFarland, L., Murray, E. and Phillipson, S. 2016. Student–teacher relationships and student self-concept: Relations with teacher and student gender. Australian Journal of Education, 60, 5–25.
   Web of Science ®Google Scholar
• McIntosh, R., Vaughn, S., Schumm, J. S., Haager, D. and Lee, O. 1993. Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60, 249–261.
   Web of Science ®Google Scholar
• Mcloughlin, C. S., Zhou, Z. and Clark, E. 2005. Reflections on the development and status of contemporary special education services in China. Psychology in the Schools, 42, 273–283.
   Web of Science ®Google Scholar
• Mejia, T. M. and Hoglund, W. L. 2016. Do children’s adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34, 13–26.
   Web of Science ®Google Scholar
• Mesibov, G. B., Browder, D. M. and Kirkland, C. 2002. Using individualized schedules as a component of positive behavioral support for students with developmental disabilities. Journal of Positive Behavior Interventions, 4, 73–79.
   Web of Science ®Google Scholar
• Ministry of Education of People’s Republic of China. 2017. Second plan for upgrading the level of special education (2017–2020). Available at <http://www.moe.gov.cn/srcsite/A06/s3331/201707/t20170720_309687.html>[accessed 23 November 2019].
   Google Scholar
• Ministry of Education of People’s Republic of China. 2018. The major statistics of the national education development in 2018. Available at <http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201807/t20180719_343508.html> [accessed 17 December 2019].
   Google Scholar
• Morris, K. R. and Horner, R. H. 2009. Positive behavior support. Focus on Exceptional Children, 4, 97–105.
   Google Scholar
• Nelson, J. and Roberts, M. 2000. Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27–37.
   Web of Science ®Google Scholar
• Nugent, P. M. and Mosley, J. L. 1987. Mentally retarded and nonretarded individuals’ attention allocation and capacity. American Journal of Mental Deficiency, 91, 598–605.
   PubMedGoogle Scholar
• Nugent, T. T. 2009. The impact of teacher-student interaction on student motivation and achievement. Doctoral dissertation. University of Central Florida, America. Available at <http://etd.fcla.edu/CF/CFE0002884/Nugent_Tisome_T_200912_EdD.pdf>.
   Google Scholar
• Nurmasitah, S. 2010. A study of classroom interaction characteristics in a geography class conducted in English: The case at year ten of an immersion class in SMA N 2 Semarang. Master’s thesis. Diponegoro University, Indonesia. Available at <https://core.ac.uk/download/pdf/11722762.pdf>.
   Google Scholar
• Opdenakker, M. C. and Damme, J. V. 2006. Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1–21.
   Web of Science ®Google Scholar
• Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C. and van Tartwijk, J. 2018. Interpersonal adaptation in teacher-student interaction. Learning and Instruction, 55, 41–57.
   Web of Science ®Google Scholar
• Perry, K. E., Donohue, K. M. and Weinstein, R. S. 2007. Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45, 269–292.
   Web of Science ®Google Scholar
• Rich, H. L. and Ross, S. M. 1989. Students’ time on learning tasks in special education. Exceptional Children, 55, 508–515.
   PubMed Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L. and Brock, L. L. 2009. The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958–972.
   PubMed Web of Science ®Google Scholar
• Ruhleder, K. and Jordan, B. 1997. Capturing complex, distributed activities: Video-based interaction analysis as a component of workplace ethnography. In: A. S. Lee, J. Liebeneau and J. I. DeGross, eds., Information systems and qualitative research. Boston, MA: Springer, pp.246–275.
   Google Scholar
• Ryan, A. M. and Patrick, H. 2001. The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
   Web of Science ®Google Scholar
• Salvia, J., Clark, G. M. and Ysseldyke, J. E. 1973. Teacher retention of stereotypes of exceptionality. Exceptional Children, 39, 651–652.
   PubMed Web of Science ®Google Scholar
• Schulte, A. C., Osborne, S. S. and McKinney, J. D. 1990. Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57, 162–172.
   PubMed Web of Science ®Google Scholar
• Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M. and Schwindt, K. 2011. Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259–267.
   Web of Science ®Google Scholar
• Shao, P. 2016. Research on student’s classroom social interaction performance in schools for mentally retarded students. Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Shogren, K. A., Garnier Villarreal, M., Dowsett, C. and Little, T. D. 2016. Exploring student, family, and school predictors of self-determination using NLTS2 data. Career Development and Transition for Exceptional Individuals, 39, 23–33.
   Web of Science ®Google Scholar
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G. and Little, T. D. 2015. Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48, 256–267.
   Web of Science ®Google Scholar
• Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J. and Wehby, J. H. 1993. Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27–39.
   Google Scholar
• Slavin, R. E., Lake, C. and Groff, C. 2009. Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79, 839–911.
   Web of Science ®Google Scholar
• Spooner, F., Knight, V. F., Browder, D. M. and Smith, B. R. 2012. Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33, 374–387.
   Web of Science ®Google Scholar
• Stage, S. A. and Quiroz, D. R. 1997. A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333–368.
   Web of Science ®Google Scholar
• Stanovich, K. E. 1978. Information processing in mentally retarded individuals. International Review of Research in Mental Retardation, 9, 29–60.
   Google Scholar
• Stigler, J. W. and Hiebert, J. 2000. The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Journal of Curriculum Studies, 32, 867–874.
   Web of Science ®Google Scholar
• Stigler, J. W., Gallimore, R. and Hiebert, J. 2000. Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35, 87–100.
   Web of Science ®Google Scholar
• Sun, Y. 2004. The practices of subject-integrated curriculum in schools for mentally retarded children. Chinese Journal of Special Education, 11, 33–38.
   Google Scholar
• Sutherland, K. S. 2000. Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure: Alternative Education for Children and Youth, 44, 110–115.
   Google Scholar
• Sutherland, K. S., Lewis-Palmer, T., Stichter, J. and Morgan, P. L. 2008. Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41, 223–233.
   Web of Science ®Google Scholar
• Thompson, R. H., White, K. R. and Morgan, D. P. 1982. Teacher–student interaction patterns in classrooms with mainstreamed mildly handicapped students. American Educational Research Journal, 19, 220–236.
   Web of Science ®Google Scholar
• Van Ewijk, R. 2011. Same work, lower grade? Student ethnicity and teachers’ subjective assessments. Economics of Education Review, 30, 1045–1058.
   Web of Science ®Google Scholar
• Walberg, H. J., and Wang, M. C. 1987. Effective educational practices and provisions for individual differences. In: M.C. Wang, M.C. Reynold, & H.J. Walberg, Eds., Handbook of special education: Research and practice (vol. 1, pp. 113-128). Oxford: Pergamon. 
   Google Scholar
• Waldron, N. L. and McLeskey, J. 1998. The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395–405.
   Web of Science ®Google Scholar
• Wallace, M. A., Cox, E. A. and Skinner, C. H. 2003. Increasing independent seatwork: Breaking large assignments into smaller assignments and teaching a student with retardation to recruit reinforcement. School Psychology Review, 32, 132–142.
   Web of Science ®Google Scholar
• Wang, X. M. 2017. Research on the current situation of speech interaction between teachers and students in primary mathematics classroom—Based on improved Flanders Interactive Analysis System(iFIAS). Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Wang, Y. and Mu, G. M. 2014. Revisiting the trajectories of special teacher education in China through policy and practice. International Journal of Disability, Development and Education, 61, 346–361.
   Web of Science ®Google Scholar
• Wehmeyer, M. 1997. Self-determination as an educational outcome: A definitional framework and implications for intervention. Journal of Developmental and Physical Disabilities, 9, 175–209.
   Web of Science ®Google Scholar
• Wen, X. and Cui, Y. D. 2016. Research on learning-plan-based classroom interaction: An improvement and application of Flanders Interaction Analysis System. Research in Educational Development, 36, 62–68.
   Google Scholar
• Wu, T. Y. 2017. A study on teacher-student interaction in speical education school. Master’s thesis. East China Normal University, Shanghai.
   Google Scholar
• Wu, X. P., Zhang, Y. and Peng, N. X. 2016. Research on classroom teaching evaluation based on FIAS and PPE theories. e-Education Research, 37, 93–99.
   Google Scholar
• Xiao, F., Liu, Q. L. and Qian, Z. L. 2007. Research on the localization of special education – probing into the academic thoughts of professor Piao Yongxin. Journal of the National Institute of Education Administration, 9, 3–10.
   Google Scholar
• Xue, L. 2015. An iFIAS-based study on teacher-students interaction in small classes of English listening and speaking in junior middle schools. Master’s thesis. Available from China Knowledge Resource Integrated Database.
   Google Scholar
• Yang, H. and Wang, H. 1994. Special education in China. The Journal of Special Education, 28, 93–105.
   Web of Science ®Google Scholar
• Yell, M. L. 1995. Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28, 389–404.
   Web of Science ®Google Scholar
• Yu, L. Y. 2016. Practice and reflection of integrated theme teaching in school for intellectual disabilities. Modern Special Education, 25, 49–53.
   Google Scholar
• Zhao, C. L. 2010. Investigation on the current situation of teacher-student interaction in primary school classrooms in China—Take the case of F primary school as an example. Contemporary Education Sciences, 25, 48–50.
   Google Scholar
• Zhou, Q. M., Zhu, Z. S. and Zhang, X. Y. 2016. Consummating the support system and improving the quality of special education: An analysis of the progress in the work of the national special education reform experimental areas. Chinese Journal of Special Education, 23, 25–30.
   Google Scholar
• Zhu, H., Guo, Q., Liu, F., Lei, J. H. and Zhu, N. 2018. A case study of speech act interaction between teachers and students in mathematics classroom of blind school based on an improved Flanders Interactive Analysis System (iFIAS). Chinese Journal of Special Education, 25, 41–47.
   Google Scholar