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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
FullText Text:
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  Data: Teachers' Perception of the Response to Intervention Implementation Feasibility in Chinese Inclusive Early Childhood Education
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Lili%22">Zhang, Lili</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Xinxue%22">Liu, Xinxue</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Yixin%22">Lin, Yixin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2019 65(5):387-395.
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  Data: 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
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  Data: Y
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  Data: 9
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1080/20473869.2019.1640995
– Name: ISSN
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  Data: 2047-3869
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1080/20473869.2019.1640995
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      – Text: English
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Preschool Education
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Program Implementation
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      – SubjectFull: Inclusion
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: China
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            NameFull: Lin, Yixin
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