Building resilience of students with disabilities in China: The role of inclusive education teachers

被引：23

作者：

Mu, Guanglun Michael ^{[1
]}

Hu, Yang ^{[2
]}

Wang, Yan ^{[3
]}

机构：

[1] Queensland Univ Technol, Victoria Pk Rd, Kelvin Grove 4059, Australia

[2] Cent Univ Finance & Econ, 39 South Coll Rd, Beijing 100081, Peoples R China

[3] Beijing Normal Univ, 19 Xinjiekouwai St, Beijing 100875, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 67卷

关键词：

Resilience; Students with disabilities; Inclusive education teachers; Teacher agency; Learning in regular classrooms; China; YOUTH RESILIENCE; PROMOTING RESILIENCE; SCHOOL; CHILDREN; SUPPORT; AGENCY; OUTCOMES; LESSONS; URBAN;

D O I：

10.1016/j.tate.2017.06.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The literature well documents that teachers facilitate the resilience process of at-risk students through building empowering teacher-student relationships. Much less is known about teachers' role in student resilience within an inclusive education context. Drawing on an ecological perspective, this quantitative study investigates the role of Chinese inclusive education teachers in the resilience process of students with disabilities. The study reveals that students with disabilities suffer from multiple stressors. Inclusive education teachers who show strong agency in resource-seeking can build the resilience of these students and promote their wellbeing in unfavourable conditions. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：125 / 134

页数：10

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