Teachers' competencies in facilitating learning for children with special needs: A Basis for inclusive education in a Chinese school

Abstract

This causal-comparative study determined the competencies of teachers In facilitating learning for children with special needs in a Chinese school. Total enumeration was used to obtain the sample size. The respondents were classified according to designation, college degree, and length of service. Data were gathered using a researcher-made close-ended questionnaire. Results were supported by evaluation of students and observation of immediate supervisors. Mean, standard deviation, One-way Analysis of Variance, and t-test for independent samples were employed. Results showed that teachers have proficient level of competencies In facilitating learning for children with special needs in terms of assessment and classroom management while they have basic level of competency in terms of planning and teaching when taken as a whole group. Furthermore, there were no significant differences in the level of teachers' competencies in terms of college degree and length of service. However, there was a significant difference in the level of teachers' competencies in terms of designation. Results suggest that teachers are proficient in handling children with special needs in general education classrooms. This can be implied that the school can successfully implement Inclusive education. English and Chinese teachers, parents, and other professionals are encouraged to have positive collaboration in facilitating learning for children with special needs. Since designation is a factor in determining their competencies, trainings of English and Chinese faculty members should focus more on strategies and ethical practices In assessing children with special needs in regular classrooms. Follow up studies related to teachers' experiences and challenges In facilitating learning for children with special needs in a regular classroom may be conducted in the future.