Ecobehavioural analysis of academic engagement of children with intellectual disabilities in Chinese mainstream schools.
This study examined teacher behaviours, students' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method researc...
| Published in: | International Journal of Developmental Disabilities Vol. 70; no. 5; pp. 904 - 915 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Sep2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178881142&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178881142 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Sep2024 vid: 70 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 178881142 160844263 178881142 178881142 10.1080/20473869.2022.2156065 178881142 ppf: 904 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Ecobehavioural analysis of academic engagement of children with intellectual disabilities in Chinese mainstream schools. aug: au: Yao, Xiaoxue Liu, Chunling Xin, Weihao Lu, Minghui affil: School of Special Education, Binzhou Medical University, Yantai, People's Republic of China sug: subj: Ecology Intellectual Disability In Infancy and Childhood Learning Environment Teachers Academic Performance Learning Methods Mainstreaming (Education) Human Male Female China Multimethod Studies Research Methodology English Language Music Mathematics Self-Management Funding Source Aged kappa Statistic Data Analysis Software Mann-Whitney U Test Thematic Analysis Descriptive Statistics Child Aged: 65+ years Child: 6-12 years Male Female ab: This study examined teacher behaviours, students' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method research methodology was employed. The study demonstrated that children with intellectual disabilities exhibited high level of engagement in the following situations: the classroom layout used grouping, the classroom organisation combined groups and independent learning, the learning tasks included reading aloud, copying, watching videos, and doing homework, and teachers paid attention to all students or to children with intellectual disabilities individually and walked around the classroom during lesson time. English was the discipline with most active engagement among children with intellectual disabilities, followed by music, art, science, Chinese, sports, social studies, and mathematics. Finally, academic engagement of children with and without intellectual disabilities was mostly passive. We discuss the factors related to academic engagement of children with intellectual disabilities and provide suggestions for improving their self-management skills and classroom organisation. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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