Research On The Construction Of Inclusive Education Competence Model Of General Teachers

The advancement of inclusive education calls for higher requirements of teachers in general class.Identifying the characteristics of general teachers who performs well in inclusive settings can be highly significant to the cultivation of inclusive education teachers.Therefore,the purpose of this study is to construct and validate an inclusive education competence model of general teachers,which means to identify the types of traits which are related to teachers’ excellent performance in inclusive education and the specific behavior of teachers who are competent for inclusive education.The results can provide reference for teachers’ pre job and post job training for inclusive education competencies.Firstly,the literature analysis was used to extract potential classification dimensions and competencies,so as to construct the inclusive education competence model.Subsequently,a Delphi method was done to modify the dimensions and competencies of the competence model.Six dimensions(professional ability,interpersonal communication,supporting awareness,self-management,professional attitude,and personal characteristics)as well as 18 competencies were included in the model to be validated.Next,the Inclusive Education Competency Questionnaire for General Teachers was prepared and tested.The results showed that all dimensions of the competence model had good reliability and validity.Based on the results of EFA,the model was revised by merging 18 competencies into 11.Finally,interviews were conducted with resource room teachers and parents of students who was learning in regular class.The results further verified and improved the revised competence model by providing behavioral performance for 10 competencies in this model.Based on the research results of the whole research,we suggested that:(1)Pay attention to the level and influences of inclusive education competence of general teachers;(2)Enhance the post vocational training of inclusive education for middle school teachers and rural teachers;(3)Continue to promote LEC policy;(4)Include measurement related to inclusive education performance in teacher evaluation.