Teachers' perception of the response to intervention implementation feasibility in Chinese inclusive early childhood education.
This exploratory study examined Chinese teachers' perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers' perceptions of RTI implementation feasibility in Ch...
| Publicado en: | International Journal of Developmental Disabilities Vol. 65; no. 5; pp. 387 - 396 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139035886&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139035886 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Nov2019 vid: 65 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 139035886 139035886 139035886 10.1080/20473869.2019.1640995 139035886 ppf: 387 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teachers' perception of the response to intervention implementation feasibility in Chinese inclusive early childhood education. aug: au: Zhang, Lili Liu, Xinxue Lin, Yixin affil: Department of Early Childhood Education, Nanjing Normal University of Special Education, Nanjing, China sug: subj: Faculty Attitudes Early Childhood Intervention China Outcomes of Education Human China Child, Preschool Models, Educational Interviews Exploratory Research Cultural Diversity Learning Knowledge Work Experiences Self-Efficacy Mainstreaming (Education) Colleges and Universities Education, Special Seminars and Workshops Child, Preschool: 2-5 years ab: This exploratory study examined Chinese teachers' perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers' perceptions of RTI implementation feasibility in Chinese inclusive early childhood education. Results indicated that even though preschool teachers had limited understanding of the RTI model, they held positive attitudes toward this model and were willing to participate in the learning of this model. However, teachers held negative attitudes toward use of the RTI model in the current situation. The influencing factors included cultural differences, different educational systems, teachers' knowledge and experience, inclusive education supporting system, and teachers' self-efficacy. It is recommended that Chinese teachers' colleges and normal universities could develop and offer more special education courses for the preschool education major in order to enhance the knowledge and skills of inclusive education for all early childhood education teachers. Preschools should build up better inclusive education supporting systems to enable and support teachers' practices. In addition, universities and colleges could provide more RTI model training seminars and learning opportunities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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