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ERIC Number: EJ1406813
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-9491
EISSN: EISSN-1934-9556
Available Date: N/A
Individualizing Instruction for Students With Intellectual and Developmental Disabilities in China: Teachers' Perceptions and Practices
Shuoxi Huang; Donna H. Lehr; Zachary Rossetti; Mian Wang
Intellectual and Developmental Disabilities, v61 n5 p385-398 2023
This study investigated Chinese special education teachers' perceptions and practices of individualizing instruction for students with intellectual and developmental disabilities (IDD). Semistructured interviews were conducted with 31 teachers who taught elementary Chinese language arts and math in six public special education schools for students with IDD in Shanghai. In addition, lesson plans written by 19 of the 31 teachers were collected. Thematic analysis revealed that teachers recognized the necessity of adapting instruction. However, practices and beliefs associated with one-size-fits-all approaches to teaching were prevalent. Although all teachers described making efforts to address individual differences, these efforts appeared to be inadequate. Teachers perceived fully addressing the needs of individual students as difficult and described challenges in four areas.
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/aaidd
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A
Author Affiliations: N/A