Perceptions Of Inclusive School Quality And Well-Being Among Parents Of Children With Disabilities In China: The Mediation Role Of Resilience
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION(2021)
Abstract
Recent decades have witnessed the development of inclusive education in China. Yet, the national program of 'Learning in Regular Classroom' - a form of inclusive education with Chinese characteristics - has been criticised for lacking sufficient system support. Under these circumstances, parents play a key role in support for their children with disabilities in regular schools in China. This study investigates the relationship between inclusive school quality and the well-being of parents of children with disabilities and the mediating effect of resilience on such a relationship. A sample of 310 Chinese parents of children with disabilities completed the Perception of Inclusive School Quality Scale, the Diener Well-being Scale, and the Davidson Resilience Inventory in the study. The results indicated that parents' perceptions of inclusive school quality had a positive relationship with their subjective well-being, and resilience showed a partial mediating effect on that relationship. Implications are discussed.
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Key words
China, inclusive school environment, parents of children with disabilities, resilience, well-being
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