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ERIC Number: EJ1094968
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0827-3383
Teacher Views of Support for Inclusive Education in Beijing, China
Xu, Xiaoli; Malinen, Olli-Pekka
International Journal of Special Education, v30 n3 p150-159 2015
This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing municipality. The teachers identified the lack of family support as a major challenge for their work. Several teachers reported collaboration with resource teachers bur the scope of that cooperation was quite limited. The teachers expressed satisfaction with the support from school leaders both directly and indirectly through opportunities for professional development. Despite receiving different forms of support the teachers expressed that it did not adequately address to the challenges they face when teaching inclusive class of learners.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Beijing)