A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter / Zhengli XIE in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1503-1515 Titre : A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter Type de document : texte imprimé Auteurs : Zhengli XIE, Auteur ; Mengting LI, Auteur ; Yan WANG, Auteur Article en page(s) : p.1503-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Teachers’ attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers’ ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals’ leadership, and in-service training) on teachers’ ATIE and the mediating effect of self-efficacy in the relationships. En ligne : https://doi.org/10.1007/s10803-024-06660-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter [texte imprimé] / Zhengli XIE, Auteur ; Mengting LI, Auteur ; Yan WANG, Auteur . - p.1503-1515. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1503-1515 Index. décimale : PER Périodiques Résumé : Teachers’ attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers’ ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals’ leadership, and in-service training) on teachers’ ATIE and the mediating effect of self-efficacy in the relationships. En ligne : https://doi.org/10.1007/s10803-024-06660-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

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