Academic support for students with developmental disabilities in elementary schools: the roles and experiences of Chinese classroom teachers.

OBJECTIVES

The aim of the study was to explore the perspectives of elementary classroom teachers in relation to the academic support that is provided to students with developmental disabilities (DDs) in China.

METHOD: A qualitative research design, using focus groups, individual interviews and document analysis, was adopted to explore classroom teachers' perspectives on their roles and experiences in providing academic support to students with developmental disabilities. In this study, three focus groups consisting of 19 classroom teachers were solicited from 16 regular elementary schools across three districts in Shanghai, China. Ten of these teachers agreed to take part in subsequent individual interviews, and eight of these ten participants provided their Individualized Education Programs (IEPs) for analysis.

RESULTS

The transcripts of focus groups, interviews and the IEPs were analyzed to generate themes and subthemes related to the classroom teachers' roles and practices in supporting students with DDs in learning activities, the barriers to practice, and support needs.

CONCLUSION

The findings of this study offer empirical insights into the issues surrounding academic support from teachers for students with DDs and the needs and challenges faced by these teachers.