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Primary School Students' Perceptions of Class Environment and Their Attitudes towards Inclusive Education in China.
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- Author(s): Xu, Su Qiong; Zhu, Jinxin; Smith, Steve
- Source:
International Journal of Disability, Development & Education; May2024, Vol. 71 Issue 4, p590-608, 19p- Subject Terms:
SCHOOL environment; POLICY sciences; RESEARCH funding; SENSORY perception; AFFINITY groups; QUESTIONNAIRES; PATH analysis (Statistics); STRUCTURAL equation modeling; DESCRIPTIVE statistics; SCHOOL children; SCHOOL discipline; CONCEPTUAL structures; ACADEMIC achievement; SPECIAL education; TEACHER-student relationships; STUDENT attitudes; REGRESSION analysis; CHILDREN - Source:
- Additional Information
- Subject Terms:
- Abstract: This study mainly investigates the relationship between class environment and attitudes towards inclusive education (IE) in China, with consideration of the impact of relevant background factors including grade, experiences of disability, academic level, area (rural vs. urban), family socio-economic status (SES), being a student leader and gender. A sample of primary school students (N = 1158) was recruited to complete a questionnaire with four scales to respectively measure students' perceptions of attitude towards inclusive education, their class environments, academic achievement level, and family SES, with a set of single-measure questions regarding other background variables. Results revealed that students who perceived class environments with better student-student relationships, better teacher-student relationships, and better discipline and order had more positive attitudes towards IE. The association between the other two class environment variables (competition and learning burden) and attitude towards IE were not significant. Students who self-reported as having disabilities held more positive attitudes towards IE than their peers. Among the background factors examined in this study, only the effect of gender on students' attitudes towards IE is significant. Last, this study also made discussion on constructing inclusive classrooms or communities for China. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of International Journal of Disability, Development & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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