Teachers' Perception of the Response to Intervention Implementation Feasibility in Chinese Inclusive Early Childhood Education
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| Title: | Teachers' Perception of the Response to Intervention Implementation Feasibility in Chinese Inclusive Early Childhood Education |
|---|---|
| Language: | English |
| Authors: | Zhang, Lili, Liu, Xinxue, Lin, Yixin |
| Source: | International Journal of Developmental Disabilities. 2019 65(5):387-395. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Response to Intervention, Teacher Attitudes, Preschool Education, Preschool Teachers, Early Childhood Education, Program Implementation, Inclusion, Cultural Differences, Knowledge Level, Self Efficacy, Regular and Special Education Relationship |
| Geographic Terms: | China |
| DOI: | 10.1080/20473869.2019.1640995 |
| ISSN: | 2047-3869 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1231433 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2047-3869 |
| DOI: | 10.1080/20473869.2019.1640995 |
