Validating and Applying a Questionnaire on the Establishment and Operation of Resource Rooms in Inclusive Education of China
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| Title: | Validating and Applying a Questionnaire on the Establishment and Operation of Resource Rooms in Inclusive Education of China |
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| Language: | English |
| Authors: | Mingqing Liu, Su Qiong Xu |
| Source: | Journal of Research in Special Educational Needs. 2026 26(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Questionnaires, Test Validity, Inclusion, Resource Room Programs, Regular and Special Education Relationship, Teacher Characteristics, Scores |
| Geographic Terms: | China |
| DOI: | 10.1111/1471-3802.70092 |
| ISSN: | 1471-3802 |
| Abstract: | The Chinese government has attached significance to resource rooms to improve the quality of inclusive education. The present study investigated the establishment and operation of resource rooms in inclusive education in China through compiling a questionnaire. The questionnaire was constructed with four dimensions including "Management," "Resource," "Operation," and "Effect" of resource rooms. A sample of mainstream teachers (N = 331) was recruited to complete the questionnaire with single-measure questions regarding background variables. The findings suggest that the validated questionnaire demonstrated good reliability and validity. The findings also showed that the teachers' scores on the whole questionnaire were slightly above the medium (Med = 3). It was found that differences existed in the participants' nationality, pre-service and in-service training, position, years of implementing inclusive education and resource room establishment, educational level, professional title, having students with disabilities, resource teachers' class hours, and resource room types. No significant differences were found in gender. Based on these findings, discussions, and suggestions were made to strengthen the establishment and operation of the resource rooms to further promote school inclusion of students with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504115 |
| Database: | ERIC |
| Abstract: | The Chinese government has attached significance to resource rooms to improve the quality of inclusive education. The present study investigated the establishment and operation of resource rooms in inclusive education in China through compiling a questionnaire. The questionnaire was constructed with four dimensions including "Management," "Resource," "Operation," and "Effect" of resource rooms. A sample of mainstream teachers (N = 331) was recruited to complete the questionnaire with single-measure questions regarding background variables. The findings suggest that the validated questionnaire demonstrated good reliability and validity. The findings also showed that the teachers' scores on the whole questionnaire were slightly above the medium (Med = 3). It was found that differences existed in the participants' nationality, pre-service and in-service training, position, years of implementing inclusive education and resource room establishment, educational level, professional title, having students with disabilities, resource teachers' class hours, and resource room types. No significant differences were found in gender. Based on these findings, discussions, and suggestions were made to strengthen the establishment and operation of the resource rooms to further promote school inclusion of students with disabilities. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70092 |
