跳到主要內容

簡易檢索 / 詳目顯示

回結果列表
研究生： 解子慧
Xie, Zi-Hui
論文名稱： 在高等教育中實施融合教育政策：中國地方高校殘障學生支持網絡的生態案例研究
Implementing Inclusive Education Policy within Higher Education: An Ecological Case Study on Support Networks for Students with Disability in Chinese Local College
指導教授： 邱美秀
Chiu, Mei-Siu
劉嘉慧
Lau, Ka-Wai, Maggie
口試委員: 許定欣
Hui, Ting-Yan, Isaac
詹盛如
Chan, Sheng-Ju
尤瑟夫
Yusuf Ikbal OLDAC
學位類別： 博士
Doctor
系所名稱： 教育學院 - 教育學系
Department of Education
論文出版年： 2024
畢業學年度： 112
語文別： 英文
論文頁數： 194
中文關鍵詞： 融合教育 、高等教育 、支持網絡 、中國地方高校 、身心障礙人士
外文關鍵詞： Inclusive education, Higher education, Support network, Chinese local college, Persons with disability
相關次數： 點閱：44  下載：0 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 本研究探討了在實施融合教育（IE）政策的過程中，在高等教育（HE）領域內為身心障礙群體發展的支持網絡。儘管國際社會通過《殘疾人權利公約》等政策倡导在HE中實現包容性，並且中國不斷加強有關身心障礙人士教育權利的法律保護，但在HE層面的IE實踐中仍存在顯著差距。過往的IE研究主要集中於早期和基礎教育，而對於HE階段，尤其是在中國背景下的實證探索相對較少。

    通過採用案例研究方法結合文獻計量學和深入訪談，本研究分析了全球和中國HE領域內IE的學術支持網絡，以及中國一所地方大學內部IE政策實施的實踐支持網絡。特別強調了IE實踐中行動者網絡內的角色和互動，同時重新評估了對殘障概念的理解和實施。本研究利用布朗芬布倫納的生態系統理論作為概念框架，聚焦於HE內的IE支持網絡，關注對身心障礙學生的支持，並從社會正義的角度審視IE實踐。

    研究結果表明，儘管在全球和中國學術網絡對身心障礙人士HE的支持方面取得了一些進展，但存在地理集中性和區域差異性，使中國處於邊緣化地位。在中國國內，儘管有政策層面的支援，但資源分配不均、教師的負擔和責任失衡以及學生面臨的話語權挑戰等問題，仍然是IE在HE內部實施的主要障礙。研究認為，根植於中國背景的本土化且具有國際視野的IE實踐，在HE支持網絡中至關重要。此外，研究揭示了對殘障理解越深入，個體在參與支持網絡方面越積極主動，也越擅長識別現行政策的不足。本研究不僅為政策制定者提供了寶貴的見解，也引導教育工作者和研究者開展更多元的研究，為促進身心障礙群體的教育公平和社會融合做出貢獻。

    This study investigates the support networks for disability groups that have developed within higher education (HE) with the implementation of inclusive education (IE) policies. While international society advocates inclusivity in HE through policies such as the Convention on the Rights of Persons with Disabilities, and China has continuously strengthened legal protections around the right to education of individuals with disabilities, significant gaps persist in IE practices at the HE level. Past IE research has primarily focused on early and basic education, with relatively scant in-depth exploration, especially empirical exploration, of the HE phase, particularly in the Chinese context.

    Employing a case study approach combined with bibliometrics and in-depth interviews, this study analyzes the academic support networks for IE in the global and Chinese HE fields, as well as the internal support networks for IE policy implementation within a local Chinese university. In particular, it emphasizes the roles and interactions within the actor network in IE practices, alongside reevaluating the understanding and implementation of the concept of disability. Utilizing Bronfenbrenner’s ecological systems theory as a conceptual framework, the study zeroes in on the IE support networks within HE, focusing on the support for students with disabilities and examining IE practices from a social justice perspective.

    The findings indicate that despite some advancements in global and Chinese academic networks’ support of HE for people with disabilities, regional concentration and disparities exist, marginalizing China. In China, despite policy-level backing, issues such as inequitable resource allocation, the burden and responsibilities placed on teachers, and the communication challenges faced by students, remain major obstacles to IE policy implementation. The study argues that more localized and internationally informed IE practices rooted in the Chinese context are essential within HE support networks. Moreover, the study reveals that the deeper one’s understanding of disability, the more proactive one is in engaging with support networks and the more adept one becomes at identifying shortcomings in current policies. This study not only furnishes policymakers with valuable insights but also directs educators and researchers toward more diversified research, contributing to the promotion of educational equity and social integration for persons with disabilities.

    LIST OF TABLES VI
    LIST OF FIGURES VII
    CHAPTER 1: INTRODUCTION 1
    1.1 Background 1
    1.2 Statement of Aims, Objectives and Research Questions 2
    1.2.1 Research Objectives 4
    1.2.2 Research Questions of This Study 4
    1.3 Significance of this Research 4
    1.4 Structure of the Thesis 6
    CHAPTER 2: LITERATURE REVIEW 8
    2.1 Introduction 8
    2.2 Conceptual Rationale: Ecological System Theory 8
    2.2.1 Application of Ecosystems Theory in IE Research 9
    2.3 The Core: Disability and Inclusion 11
    2.3.1 Disability Concept Evolution: From Medical Model to Social Model 11
    2.3.2 Disability Models in Educational Practice 13
    2.3.3 Inclusive Education: An Educational Support for All Groups 15
    2.4 Microsystem: IE Implementation in Higher Education Institutions 18
    2.4.1 IE Implementation at HE Level 18
    2.4.1.1 IE Practice in HE Institutions 19
    2.4.2 Factors Affecting IE Implementation in HE from Different Perspectives 19
    2.4.2.1 Institutional Commitment and Culture Creation 20
    2.4.2.2 Key Practitioners Cooperative Networks 20
    2.4.2.3 Accessibility 21
    2.4.2.4 Theoretical Support form Researchers 23
    2.5 Exosystem: Educational Policy Implementation and Networks of Support 24
    2.6 Mesosystem: National Practice in Chinese HE 27
    2.6.1 Disability and HE Policy History in Mainland China 27
    2.6.2 Mainland China’s Education System for Disability 29
    2.7 Macrosystem: Global Practice on HE for SEN Students 30
    2.8 Conceptual and Theoretical Framework 32
    2.8.1 Theories and Perspectives in This Study 32
    2.8.1.1 Application of Ecological System Theory in This Study 32
    2.8.1.2 Social Justice Perspective 35
    2.8.2 Conceptual Framework of This Study 37
    CHAPTER 3: RESEARCH DESIGN AND METHOD 39
    3.1 Introduction 39
    3.2. Research Method: Case Study 40
    3.2.1 Overview of the Case Study and Selection of the Case University 40
    3.2.2 Bibliometrics: Quantitative Method for the Macro and Meso Levels 43
    3.2.3 Interview: Qualitative Method for the Core Micro Level 44
    3.3 Sample and Sampling Procedure 46
    3.3.1 Five-Step Workflow for Macro and Meso Levels: The Cooperative Network of Global and Chinese Academic Supporter 46
    3.3.1.1 CiteSpace: Research Tool for Quantitative Part 49
    3.3.2 The Core of this Study: IE Actor Network in a Chinese Local College 49
    3.3.2.1 Participants: Three Types of Key IE Practitioners in the Case University 50
    3.3.2.2 Sampling Criteria 53
    3.3.2.3 Semi-Structured Interview: Research Tool for Qualitative Part 54
    3.4 Data Analysis 55
    3.4.1 Bibliometric Analysis for Macro and Meso Levels 55
    3.4.2 Three-Level Coding with NVivo for Micro Level 57
    3.5 Trustworthiness 58
    3.5.1 Credibility 58
    3.5.2 Transferability 59
    3.5.3 Dependability 59
    3.5.4 Confirmability 60
    3.6 Ethical Consideration 60
    CHAPTER 4: FINDINGS AT MACRO LEVEL 62
    4.1 Introduction 62
    4.2 Distribution of Countries/Regions 62
    4.3 Active Researchers and Their Cooperative Networks 64
    4.4 Research Themes and Their Development trends 67
    4.4.1 Keyword Co-occurrence Analysis for Researchers’ Achievements 67
    4.4.2 Research Phases and Trends of IE within HE with IE Policy Implementation 71
    4.5 Summary 73
    CHAPTER 5: FINDINGS AT MESO LEVEL 75
    5.1 Introduction 75
    5.2 Main HE Institutions and Their Cooperative Networks 75
    5.3 Active Researchers and Their Co-operation Networks 78
    5.4 Co-occurrence Analysis of Focus Themes to Domestic Researchers 80
    5.5 Domestic Academic Development Trends and Policy Interactions 86
    5.5.1 Academic Outputs Time Trend and Policy Interactions 86
    5.5.2 Research Development Trends and Policy Interactions 87
    5.6 Summary 92
    CHAPTER 6: FINDINGSAT MICRO LEVEL 94
    6.1 Introduction 94
    6.2 Support Network Construction and Interaction 94
    6.2.1 Actors Roles and Functions 94
    6.2.1.1 Actor-Type Modeling Constructs 94
    6.2.1.2 Managers: Resource Allocation and Culture Creation for IE Policy Implementation 96
    6.2.1.3 Educators: Direct Supporters of IE Practice 99
    6.2.1.4 Learners: Active and Wide-Ranging IE Participants 101
    6.2.1.5 Researchers: Research for IE Practice 103
    6.2.2 Actants Identification and the Interaction with Actors 105
    6.2.2.1 Actant-Actor Interaction 105
    6.2.2.2 Third-Party Institutions: Direct Involvement and Specialization 108
    6.2.2.3 Accessibility and Technology: Direct Influencers 110
    6.2.2.4 Curriculum and Teaching Materials Support: Standardization 111
    6.2.2.5 Policy Documents and Regulations: Certainty and Ambiguity 113
    6.3 Actors’ Perceptions of and Attitudes Toward External and Internal IE Policy Implementation 115
    6.3.1 State Implementation of IE Policies in Domestic Institutions 115
    6.3.1.1 HE Access Policy for SEN Students: Positive Reactions and Implementation Challenges 115
    6.3.1.2 Student Support Policy in the IE Process: Recognition and Worries 120
    6.3.2 Design and Implementation of Internal IE Policies in the Case University 122
    6.3.2.1 Academic and Employment Assistance Policies: Praise and Skepticism 123
    6.3.2.2 Policies to Support Accessibility in Everyday Life: Successes and Points for Improvement 126
    6.3.2.3 Mental Health Support Policy: Positive and Negative Responses 131
    6.4 Actors’ Understanding of Disability Through IE Implementation 134
    6.4.1 Personal Barriers 134
    6.4.2 Environmental Barriers 136
    6.4.3 Prospects: Elimination to Natural Existence 137
    6.5 Challenges of and Obstacles to IE Practice 139
    6.5.1 Questioning the Fairness of Resource Allocation: Challenges for Managers 139
    6.5.2 Teachers’ Responsibilities and Burdens: Balancing Fair Treatment with Professional Support 141
    6.5.3 Inadequate Channels for Communication with Students 143
    6.6 Summary 145
    CHAPTER 7: DISCUSSION AND CONCLUSION 148
    7.1 Introduction 148
    7.2 Theoretical Support at the Global and Specific National Levels: Cooperative Academic Networks for SEN Students’ HE Support 148
    7.2.1 Networks at the Global Level 148
    7.2.2 Networks at the National Level 150
    7.2.3 Networks at the Institutional Level in Chinese HE 151
    7.3 Practical Support: Actor Networks Within the Local University 152
    7.3.1 Roles and Interactions of Actors and Actants 153
    7.3.2 Revisiting IE Actors’ Understanding of the Concept of Disability 154
    7.3.3 Challenges for the Support Network of Actors 156
    7.4 Policy Implications 157
    7.4.1 Implications and Recommendations for University Administrators 158
    7.4.2 Implications and Recommendations for Teachers and Students 159
    7.5 Study Limitations 160
    7.5.1 Reflections on the Conceptual Framework and Research Contributions 160
    7.5.2 Limitations and Future Research 163
    REFERENCES 166
    APPENDIX 179
    Appendix 1: Research Brief 179
    Appendix 2: Consent Letter for Participants 182
    Appendix 3: Protocol for Administrative Faculty Interviews 184
    Appendix 4: Protocol for Academic Faculty Interviews 188
    Appendix 5: Protocol for Student Focus Group Interviews 192

    Agius, S. (2013). Qualitative research: its value and applicability. The Psychiatrist, 37, 204-206. https://doi.org/10.1192/PB.BP.113.042770.
    Ai, L. (2005). The evaluation process of inclusive education. Global Education, 34(2), 71-74 https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7F1IFNsBV5UuXPk0Ibdv9a0CydpHsCgoRx8F6l372NzaxlE0K6VHriW3ggh2UNGhD&uniplatform=NZKPT
    Ainscow, M. (2007). From special education to effective schools for all: A review of the progress so far. In L. Florian (Ed.) The Sage Handbook of Special Education (pp.146-159). Sage.
    Ainscow, M., Slee, R., & Best, M. (2019). The Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23, 671-676. https://doi.org/10.1080/13603116.2019.1622800
    Albrecht, J. N. (2013). Networking for sustainable tourism–towards a research agenda. Journal of sustainable tourism, 21(5), 639-657. https://doi.org/10.1080/09669582.2012.721788
    Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education: Reconceptualising Bronfenbrenner. In Zhang, H., Chan, P., & Boyle, C. (Eds.) Equality in Education (pp.23-34). Leiden, The Netherlands: Brill . https://doi.org/10.1007/978-94-6209-692-9
    Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead.. Theory Into Practice, 45(3), 260-268. https://doi.org/10.1207/s15430421tip4503_8
    Allan, J. (2010). The sociology of disability and the struggle for inclusive education. British Journal of Sociology of Education, 31(5), 603-619. https://doi.org/10.1080/01425692.2010.500093
    Bartlett, L., & Vavrus, F. (2014). Transversing the vertical case study: A methodological approach to studies of educational policy as practice. Anthropology & Education Quarterly, 45(2), 131-147. https://doi.org/10.1111/aeq.12055
    Biggeri, M., Di Masi, D., & Bellacicco, R. (2020). Disability and higher education: assessing students’ capabilities in two Italian universities using structured focus group discussions. Studies in higher education, 45(4), 909-924. https://doi.org/10.1080/03075079.2019.1654448
    Binzhou Medical University (BMU) (2020). The intruduction of BMU. https://www.bzmc.edu.cn/1776/list.htm
    Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844-850. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.844
    Bronfenbrenner, U. (1994). Ecological models of human development. International encyclopedia of education, 3(2), 37-43. https://www.ncj.nl/wp-content/uploads/media-import/docs/6a45c1a4-82ad-4f69-957e-1c76966678e2.pdf
    Byrne, B. (2022). How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations. International Journal of Inclusive Education, 26(3), 301-318. https://doi.org/10.1080/13603116.2019.1651411
    Calculator, S. N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13(1), 93-113. https://doi.org/10.1080/13603110701284656
    Carballo, R., Aguirre, A., & Lopez-Gavira, R. (2021). Social and Juridical Sciences faculty members’ experiences in Spain: What to do to develop an inclusive pedagogy. Disability & Society, 1-22. https://doi.org/10.1080/09687599.2021.1889980
    Central Government of the People's Republic of China (PRC) (1990). Law of the People's Republic of China on the Protection of Persons with Disabilities https://www.gov.cn/guoqing
    Chen, C. (2016). CiteSpace: a practical guide for mapping scientific literature (pp. 41-44). New York: Nova Science Publishers.
    Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: A scientometric analysis in CiteSpace. Expert Opinion on Biological Therapy, 12(5), 593–608. https://doi.org/10.1517/14712598.2012.674507
    Chen, C. M., & Li, J. (2017). The overview of CiteSpace. In J. Li (Ed.), CiteSpace Technology Text Mining and Visualization (2nd ed., pp.3-37). Capital University of Economics and Business Press.
    Chen, L. J., & Lu, T. Q. (2006). A survey on college students' attitude towards the handicapped students' receiving higher inclusive education. Chinese Journal of Special Education, 12, 22-26. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7eWoVfj7plMy_G-uiw0CeZ2t18GxqHlmgxYFUlg9xdST_FtMMNQqfG1s6-BMbtqKl&uniplatform=NZKPT
    Chen, S. (2017). Higher education development path based on practical education pattern. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), 7921-7927. https://doi.org/10.12973/ejmste/80764
    Chen, X. M. (2000). Classification of qualitative research. In H. Wei (Ed.), Quality Research Methods and Social Science Research (1st ed., pp.46-66). Educational Science Press.
    Chen, X. Y. (2000). Reflection on the compilation of sign language textbooks. Chinese Journal of Special Education, 4, 11-14. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e79zTD32bjb4zHOj7eU6O0-BV-35bzRd3ngDtau4HkhBNTi74vUnIE23vS-3epbfCd&uniplatform=NZKPT
    Chen, Y. (2017). The application of effective teaching theory in higher education. EURASIA Journal of Mathematics, Science and Technology Education, 13(12), 8185-8191. https://doi.org/10.12973/ejmste/80781
    China Disabled Persons Network (CPDN) (2016). A chronology of 30 years of higher education for people with disabilities in China. https://mp.weixin.qq.com/s?src=3×tamp=1677030660&ver=1&signature=Sy22Qb*f8sANYka-23P8AILo82-zY8iXhJbIg-FACvZWSRQ4vt4EjLsvAJjtdDuqyQ5BX6hyQigJFW17W93zU2QzMsckUDJ3qHwcspPOSAN1t*zdiZgdr0prJXwQPOqvmmX5SbF9IA0wRz7Znk5Glw==
    Chiu, M.-S. (2021). An ecological approach to adolescent mathematics ability development: Differences in demographics, parenting, mathematics teaching, and student behaviors and emotions. Educational Studies, 47(2), 155-178. https://doi.org/10.1080/03055698.2019.1672522 
    Chu, W. W., Hafiz, N. R. M., Mohamad, U. A., Ashamuddin, H., & Tho, S. W. (2022). A review of STEM education with the support of visualizing its structure through the CiteSpace software. International Journal of Technology and Design Education, 1-23. https://link.springer.com/article/10.1007/s10798-022-09728-3
    Cluley, V., Fyson, R., & Pilnick, A. (2020). Theorising disability: A practical and representative ontology of learning disability. Disability and Society, 35(2), 235-257. https://doi.org/10.1080/09687599.2019.1632692
    Cobb, C. (2015). Principals play many parts: A review of the research on school principals as special education leaders 2001–2011. International Journal of Inclusive Education, 19(3), 213-234. https://doi.org/10.1080/13603116.2014.916354
    Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational evaluation and policy analysis, 30(3), 203-235. https://doi.org/10.3102/0162373708321829
    Coduti, W. A., Hayes, J. A., Locke, B. D., & Youn, S. J. (2016). Mental health and professional help-seeking among college students with disabilities. Rehabilitation Psychology, 61(3), 288. https://psycnet.apa.org/doi/10.1037/rep0000101
    Comarú, M. W., Lopes, R. M., Braga, L. A. M., Batista Mota, F., & Galvão, C. (2021). A bibliometric and descriptive analysis of inclusive education in science education. Studies in Science Education, 57(2), 241-263. https://doi.org/10.1080/03057267.2021.1897930
    Creswell, J. W. (Ed.) (2015). A Concise Introduction to Mixed Methods Research. Translated in Chinese by Shanghai People’s Publisher, Shanghai, China. (Original work published 2014, SAGE Publications INC)
    Danforth, S., & Rhodes, W. C. (1997). Deconstructing disability: A philosophy for inclusion. Remedial and special education, 18(6), 357-366. https://doi.org/10.1177/074193259701800605
    Davies, P. (2012). The state of evidence-based policy evaluation and its role in policy formation. National Institute Economic Review, 219(1), R41-R52. https://doi.org/10.1177/002795011221900105
    Delos Santos, S. B., Kupczynsk, L., & Mundy, M. A. (2019). Determining academic success in students with disabilities in higher education. International Journal of Higher Education, 8(2), 16–38. https://doi.org/10.5430/ijhe.v8n2p16.
    Deng, M., & Holdsworth, J. C. (2007). From unconscious to conscious inclusion: meeting special education needs in West China. Disability & Society, 22(5), 507-522. https://doi.org/10.1080/09687590701427644
    Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (5th Ed.). sage.
    Ding, Y. (2005). Discussion on how to construct pedagogic for higher special education. Chinese Journal of Special Education, 3, 81-84. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7F1IFNsBV5UvRVw6SmIc-AxGuBgRxyAMcxGsxFrXOZTb0N-eXNaK
    Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
    Dreyer, L., Mostert, Y., & Gow, M. A. (2020). The promise of equal education not kept: Specific learning disabilities–The invisible disability. African journal of disability, 9(1), 1-10. https://hdl.handle.net/10520/EJC-1d3a71b33c
    Febriana, D. (2013). Students Attitudes and Perceptions Towards People with Disability. Idea Nursing Journal, 4(2), 62-67. https://jurnal.usk.ac.id/INJ/article/viewFile/1564/1448
    Ferni, T., and Henning, M. (2006). From a disabling world to a new vision. In M. Adams and S. Brown (Eds.). Towards Inclusive Learning in Higher Education (pp.41–49). London: Routledge.
    Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111
    Florian, L. (2014). What counts as evidence of inclusive education?. European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
    Forlin, C. (2013). Changing Paradigms and Future Directions for Implementing Inclusive Education in Developing Countries. Asian Journal of Inclusive Education, 1(2), 19–31. https://ajiebd.net/wp-content/uploads/2016/08/chris_forlin_final.pdf
    Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199. https://eric.ed.gov/?id=EJ1273677
    Gable, A. S. (2014). Disability theorising and real-world educational practice: a framework for understanding. Disability & Society, 29(1), 86-100. https://doi.org/10.1080/09687599.2013.776485
    Gale, T., Mills, C., & Cross, R. (2017). Socially inclusive teaching: Belief, design, action as pedagogic work. Journal of teacher education, 68(3), 345-356. https://doi.org/10.1177/0022487116685754
    Gasparyan, A. Y., Yessirkepov, M., Duisenova, A., Trukhachev, V. I., Kostyukova, E. I., & Kitas, G. D. (2018). Researcher and Author Impact Metrics: Variety, Value, and Context. Journal of Korean Medical Sciences, 33(18), e139. https://doi.org/10.3346/jkms.2018.33.e139
    Gobec, C., Rillotta, F., & Raghavendra, P. (2022). Where to next? Experiences of adults with intellectual disability after they complete a university program. Journal of Applied Research in Intellectual Disabilities, 35(5), 1140-1152. https://doi.org/10.1111/jar.13000
    Grech, S. (2009). Disability, poverty and development: Critical reflections on the majority world debate. Disability & Society, 24(6), 771-784. https://doi.org/10.1080/09687590903160266
    Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217. https://doi.org/10.1080/15017419.2016.1224778
    Hayashi, M. C. P. I. (2012). Sociologia da ciência, Bibliometria e Cientometria: Contribuições para a análise da produção científica. IV Seminário de Epistemologia e Teorias da Educação. https://www.marilia.unesp.br/Home/Graduacao/PETBiblioteconomia/soc-da-ciencia-pet.pdf
    Hernández-Torrano, D., Somerton, M., & Helmer, J. (2020). Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 1-20. https://doi.org/10.1080/13603116.2020.1747555
    OZOQ6fabgTZtb&uniplatform=NZKPT
    Hou, J. J. (2018). A case study equal and high quality inclusive graduate education: A life narration by professor Zhu Xiaoman, who cultivated the first female PhD on the wheelchair in China. Chinese Journal of Special Education, 5, 15-20. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKibYlV5Vjs7i0-kJR0HYBJ80QN9L51zrPy4c-EZ_2x5Z88HHTKNYnoKTQjqLhXvcW0z8wRrvLAkL&uniplatform=NZKPT
    Ingold, K., Fischer, M., & Christopoulos, D. (2021). The roles actors play in policy networks: Central positions in strongly institutionalized fields. Network science, 9(2), 213-235. https://doi.org/10.1017/nws.2021.1
    Jackson, L., Ryndak, D., & Wehmeyer, M. (2008). The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice. Research and Practice for Persons with Severe Disabilities, 34, 175 - 195. https://doi.org/10.2511/rpsd.33.4.175
    Jan, S. K., & Vlachopoulos, P. (2019). Social network analysis: A framework for identifying communities in higher education online learning. Technology, Knowledge and Learning, 24(4), 621–639. https://link.springer.com/article/10.1007/s10758-018-9375-y
    Johnstone, C. J., Schuelka, M. J., & Swadek, G. (2020). Quality education for all? The promises and limitations of the SDG framework for inclusive education and students with disabilities. In Wulff, A. (Ed.), Grading Goal Four (pp. 96-115). Brill Sense.
    Kazou, K. (2017). Analysing the Definition of Disability in the UN Convention on the Rights of Persons with Disabilities: is it really based on a'Social Model'approach?. International Journal of Mental Health and Capacity Law, (23), 25-48. https://doi.org/10.19164/ijmhcl.v2017i23.630
    Kimball, E. W., Moore, A., Vaccaro, A., Troiano, P. F., & Newman, B. M. (2016). College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action. Journal of Diversity in Higher Education, 9(3), 245-260. https://doi.org/10.1037/dhe0000031
    Kleinberg, J. (2002). Bursty and hierarchical structure in streams. In Proceedings of the Eighth ACM SIGKDD International Conference on Knowledge Discovery and Data mining (pp. 91-101). https://dl.acm.org/doi/abs/10.1145/775047.775061
    Knott, F., & Taylor, A. (2014). Life at university with Asperger syndrome: A comparison of student and staff perspectives. International Journal of Inclusive Education, 18(4), 411-426. https://doi.org/10.1080/13603116.2013.781236
    Lan, J. J., & Yu, X. (2006). Strengthening reform of teachers’ education and developing inclusive teachers. Chinese Journal of Special Education, 1, 14-18. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7eWoVfj7plMy_G-uiw0CeZ_C8owYM23cUgMOJxBpcm7vjrYf7hViidZbkfy3LmzQu&uniplatform=NZKPT
    Larivière, V., Haustein, S., and Mongeon, P. (2015). The Oligopoly of Academic Publishers in the Digital Era. PLoS ONE 10(6): e0127502. https://doi.org/10.1371/journal.pone.0127502
    Law, M., Petrenchik, T., King, G., & Hurley, P. (2007). Perceived environmental barriers to recreational, community, and school participation for children and youth with physical disabilities. Archives of physical medicine and rehabilitation, 88(12), 1636-1642. https://doi.org/10.1016/j.apmr.2007.07.035
    Lee, I. H., Rojewski, J. W., Gregg, N., & Jeong, S. O. (2015). Postsecondary education persistence of adolescents with specific learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 49(2), 77-88. https://doi.org/10.1177%2F0022466914524826
    Li, B., Zhu, L. L., & Gang, C. X. (2016). A new explanation of design of special physical education in the university on the view of inclusive education. Journal of Wuhan Institute of Physical Education, 50(4), 74-83. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKibYlV5Vjs7ijP0rjQD-AVm8oHBO0FTadktbIeYdaTb88uEFcCd3OriiMCh5pDu1u1dbL_0Anu7G&uniplatform=NZKPT
    Li, J. (2015). CiteSpace Software Chinese Guidance. Retrieved from: http://cluster.ischool.drexel.edu/~cchen/CiteSpace/manual/CiteSpaceChinese.pdf
    Li, X. X., & Shao, Z. Y. (2016). The fast search clustering algorithm based on density-distance and its application in the co-word clustering analysis. Journal of the China Society for Scientific and Technical Information, 4, 380-388. https://m.cnki.net/express/#/literatureDetailZh?id=QBXB201604006&typeId=CJFDALL&VNK=73778f76
    Lin, S. (2001). A survey on university students with disabilities in Fuzhou. Youth Studies, 10, 46-49. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7AZ-xq6cidhcIID6flR75qHm9f3WREV6yRZVGtrNPg4_I6xwVnWYWSe8WoxFX_r-1&uniplatform=NZKPT
    Llewellyn, A., & Hogan, K. (2000). The use and abuse of models of disability. Disability & Society, 15(1), 157 - 165. https://doi.org/10.1080/09687590025829
    López Gavira, R., & Moriña, A. (2015b). Hidden voices in higher education: inclusive policies and practices in social science and law classrooms. International Journal of Inclusive Education, 19(4), 365-378. https://doi.org/10.1080/13603116.2014.935812
    Ma, H. Y., & Cao, T. T. (2019). Research on the construction of inclusive education support service system for medical deaf students: A case study of Binzhou Medical University. Health Vocational Education, 37(19), 28-29. https://kns.cnki.net/kcms2/article/abstract?v=pVWNQl4Rae_WuqoA0WrgaDQDV09AbAJ_weuSGf_MRu894N89MAwQQMzKePoXtnSqntEH5abF0nHr1u4oR_NxGtEttHpe6dT_FgyPMNEFZxk4dqvLlX57Hz8E4h4XJuTG0hw6wcAcw4T5YFf1hHNlz8Z0GGLqjm5yaHqNlNgxB1ih6wREvQFqhmYOMfkvtUH1&uniplatform=NZKPT&language=CHS
    Madriaga, M., Hanson, K., Heaton, C., Kay, H., Newitt, S., & Walker, A. (2010). Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences. Studies in higher education, 35(6), 647-658. https://doi.org/10.1080/03075070903222633
    Martín-Peña, M. L., Pinillos, M. J., & Reyes, L. E. (2017). The intellectual basis of servitization: A bibliometric analysis. Journal of Engineering and Technology Management, 43, 83-97. https://doi.org/10.1016/j.jengtecman.2017.01.005
    May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy. https://aau.org/wp-content/uploads/sites/9/2018/04/Developing-Embedding-Inclusive-Policy-Practice-Report-final.pdf
    McIntosh, M., & Morse, J. (2015). Situating and Constructing Diversity in Semi-Structured Interviews. Global Qualitative Nursing Research, 2. https://doi.org/10.1177/2333393615597674.
    Meda, L., & Albukhari, H. (2023). " A Nested Approach to Supporting Special Education Need and Disabled Students in Online Learning ". The Journal of Educators Online. https://doi.org/10.9743/jeo.2023.20.1.9
    Messiou, K. (2017). Research in the field of inclusive education: time for a rethink?*. International Journal of Inclusive Education, 21, 146 - 159. https://doi.org/10.1080/13603116.2016.1223184
    Mendoza, M. E. (2023). Implementing Policies of Inclusion: A Vertical Case Study of the Networks of Support for Inclusive Transition Education of People With Disabilities in México. University of California, Los Angeles. https://www.proquest.com/docview/2817290958?pq-origsite=gscholar&fromopenview=true
    MOE of RPC (2017). Disability Education Regulations. http://www.moe.gov.cn/jyb_sjzl/sjzl_zcfg/zcfg_jyxzfg/202109/t20210922_565679.html
    Moriña, A. (2015). Inclusive university settings? An analysis from the perspective of students with disabilities/¿ Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad. Cultura Y Educación, 27(3), 669-694. https://doi.org/10.1080/11356405.2015.1072361
    Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17. https://doi.org/10.1080/08856257.2016.1254964
    Moriña, A. (2020). Using life history with students with disabilities: researching with, rather than researching on. Educational Review, 72(6), 770-784. https://doi.org/10.1080/00131911.2018.1550054
    Moriña, A. (2022). Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching. Teaching in Higher Education, 27(3), 371-386. https://doi.org/10.1080/13562517.2020.1724938
    Moriña, A., Cortés-Vega, M. D., & Molina, V. M. (2015a). What if we could imagine the ideal faculty? Proposals for improvement by university students with disabilities. Teaching and Teacher Education, 52, 91-98. https://doi.org/10.1016/j.tate.2015.09.008
    Moriña, A., Cortés-Vega, M. D., & Molina, V. M. (2015b). Faculty training: An unavoidable requirement for approaching more inclusive university classrooms. Teaching in Higher Education, 20(8), 795-806. https://doi.org/10.1080/13562517.2015.1085855
    Moriña, A., Sandoval, M., & Carnerero, F. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 39(6), 1202-1216. https://doi.org/10.1080/07294360.2020.1712676
    Moriña Díez, A., López, R. G., & Molina, V. M. (2015). Students with disabilities in higher education: A biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34(1), 147-159. https://doi.org/10.1080/07294360.2014.934329
    Mouroutsou, S. (2017). Policy implementation in inclusive education: A complexity perspective (Doctoral dissertation, University of Glasgow).
    Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2021). Effect of accessing supports on higher education persistence of students with disabilities. Journal of Diversity in Higher Education, 14(3), 353–363. https://doi.org/10.1037/dhe0000170
    Newman, M. E. (2003). The structure and function of complex networks. SIAM review, 45(2), 167-256. https://doi.org/10.1137/S003614450342480
    NPC (The National People's Congress of the People's Republic of China) (2018a). Constitution of the People's Republic of China. http://www.npc.gov.cn/npc/c505/201803/e87e5cd7c1ce46ef866f4ec8e2d709ea.shtml
    NPC. (2018b). Law of the People's Republic of China on the Protection of Persons with Disabilities. http://www.npc.gov.cn/npc/c12435/201811/5eae4f9c3afa432285f04be42e50fc01.shtml
    NPC. (2019a). Compulsory Education Law of the People's Republic of China. http://www.npc.gov.cn/npc/c30834/201901/21b0be5b97e54c5088bff17903853a0d.shtml
    NPC. (2019b). Higher Education Law of the People's Republic of China. http://www.npc.gov.cn/npc/c30834/201901/9df07167324c4a34bf6c44700fafa753.shtml
    Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., ... & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological systems perspective. Journal of research in special educational needs, 4(1), 17-49. https://doi.org/10.1111/J.1471-3802.2004.00016.x
    Okubo, Y. (1997). Bibliometric indicators and analysis of research systems: Methods and examples. OECD Science, Technology and Industry Working Papers. https://doi.org/10.1787/208277770603
    Oliver, M., & Barnes, C. (2021). What is disablement (D.W. Ji, H.H. Zhang, & D.X. Qiu, Trans.). In Q.Y. Liu (Ed.), The New Politics of Disablement (1st ed., pp.33-64). Socio Publishing Co. Ltd.; Taiwan. (Original work published in 2012, Bloomsbury Publishing)
    Pavone, M., Bellacicco, R., & Cinotti, A. (2019). The inclusion of students with disabilities in higher education 25 years since the Salamanca Statement: Overview and highlights. Italian Journal of Special Education for Inclusion, 7(2), 124-140. https://doi.org/10.7346/sipes-02-2019-12
    Pérez Castro, J. (2022). Dilemas de la inclusión y discapacidad en la educación superior. Perfiles Educativos, 44(175), 132-149. https://doi.org/10.22201/iisue.24486167e.2022.175.60179
    Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50-58. https://doi.org/10.1016/j.ijedudev.2010.06.009
    Price, D. J. D. S. (1963). Little science, big science. In Little Science, Big Science. Columbia University Press. https://doi.org/10.7312/pric91844
    Qu, Y. (2020). Understanding the body and disability in Chinese contexts. Disability and Society, 35(5), 738-759. https://doi.org/10.1080/09687599.2019.1649123
    Ragin, C. C., & Becker, H. S. (Eds.). (1992). What is a case?: exploring the foundations of social inquiry. Cambridge university press.
    Rawls, J. (1990). A Theory of Justice: Revised Edition. Harvard University Press. https://books.google.com.hk
    Riddell, S., Adler, M., Mordaunt, E., & Farmakopoulou, N. (2000). Special educational needs and competing policy frameworks in England and Scotland. Journal of Education Policy, 15(6), 621-635. https://doi.org/10.1080/02680930010000227
    Roberts, E. L., Ju, S., & Zhang, D. (2016). Review of practices that promote self-advocacy for students with disabilities. Journal of Disability Policy Studies, 26(4), 209-220. https://doi.org/10.1177/1044207314540213
    Ruppar, A. L., Allcock, H., & Gonsier-Gerdin, J. (2017). Ecological factors affecting access to general education content and contexts for students with significant disabilities. Remedial and Special Education, 38(1), 53-63. https://doi.org/10.1177/0741932516646856
    Sánchez Díaz, M. N., & Morgado, B. (2022). ‘With arms wide open’. Inclusive pedagogy in higher education in Spain. Disability & Society, 1-21. https://doi.org/10.1080/09687599.2022.2162858
    Schuelka, M. J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230
    Schuster, J., Jörgens, H., & Kolleck, N. (2021). The rise of global policy networks in education: analyzing Twitter debates on inclusive education using social network analysis. Journal of Education Policy, 36(2), 211-231. https://doi.org/10.1080/02680939.2019.1664768
    Schutz, M. A., & Carter, E. W. (2022). Employment interventions for youth with disabilities: A review of transition practices and partners. Career Development and Transition for Exceptional Individuals, 45(3), 154-169. https://doi.org/10.1177/21651434221075810
    Shandong Province Education Department (2022). The answer to higher education for people with disabilities by Binzhou Medical University: A gift for the 20th giant conference of PRC. https://mp.weixin.qq.com/s/8AhW7kEwiixYdph5wTReHw
    Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational research, 53(4), 415-437. https://doi.org/10.1080/00131881.2011.625153
    Shenton, A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
    Shyman, E. (2022). Exploring the role of perception of social justice in predicting attitudes toward inclusive education for students with disabilities: a formative investigation of a theory. International Journal of Inclusive Education, 26(1), 16-26. https://doi.org/10.1080/13603116.2019.1626495
    Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International Journal of Inclusive Education, 5(3), 167-177. https://doi.org/10.1080/13603110010035832
    Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition?. International Journal of Inclusive Education, 17(8), 895-907. https://doi.org/10.1080/13603116.2011.602534
    Soulby, K. (2020). Exploring lecturer’s translations and negotiations of inclusive practice in post-1992 English universities (Order No. 28550793). ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection; Sociological Abstracts. https://lingnan.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/exploring-lecturer-s-translations-negotiations/docview/2561953220/se-2
    Steins, N. A. (2001). New directions in natural resource management: The offer of actor‐network theory. IDS Bulletin, 32(4), 18-25. https://doi.org/10.1111/j.1759-5436.2001.mp32004003.x
    Stevenson, J., Clegg, S., & Lefever, R. (2010). The discourse of widening participation and its critics: An institutional case study. London Review of Education, 8(2), 105-115. https://doi.org/14748460.2010.487328
    Sun, J., Zhou, Z., Huang, J., & Li, G. (2020). A bibliometric analysis of the impacts of air pollution on children. International journal of environmental research and public health, 17(4), 1277. https://doi.org/10.3390/ijerph17041277
    Sun, J. H. (2011). Exploring the application of CSCL in higher special education. China Educational Technology, 7, 21-25. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7tvjWANqNvp8S2ClB6F_e-EnwbiWHFIHUuYFNsJwEgViZkBpEW2Foa8G0F_bqm7Ng&uniplatform=NZKPT
    Sun, Y., & Xiao, L. (2021). Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): A bibliometric analysis. Educational Studies, 1-17. https://doi.org/10.1080/03055698.2021.1937945
    Sun, Z. B., & Zhang, H. J. (2017). A study of co-word analysis method based on semantic similarity. Journal of Library Science, 39(1), 74-79. https://m.cnki.net/express/#/literatureDetailZh?id=TSGX201701019&typeId=CJFDALL&VNK=f5d36b6f
    Susilawati, S. Y., bin Mohd Yasin, M. H., & Tahar, M. M. (2023). Influencing Factors of Inclusive Education for Students with Hearing Impairment. Pegem Journal of Education and Instruction, 13(2), 119-125. https://doi.org/10.47750/pegegog.13.02.15
    Taff, S. D., & Clifton, M. (2022). Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, 12(3), 122-133. https://ccsenet.org/journal/index.php/hes/article/view/0/47592
    Tang, Q., & Yang, Z. H. (2017). Five paradigms of case study and their selection. Science and Technology Progress and Countermeasures, 34(02), 18-24. https://m.cnki.net/express/#/literatureDetailZh?id=KJJB201702003&typeId=CJFDCOMPLETE
    Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special education, 26(1), 43-54. https://doi.org/10.1177/07419325050260010601
    Tian, L., & Wei, X. M. (2015). Problems and countermeasures of Chinese disabled persons taking general college entrance examination. Chinese Journal of Special Education, 11, 5-9. https://www.cnki.com.cn/Article/CJFDTotal-ZDTJ201511002.htm
    Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs. Teaching and Teacher Education, 52, 128-136. https://doi.org/10.1016/j.tate.2015.09.002
    Toutain, C. (2019). Barriers to accommodations for students with disabilities in higher education: A literature review. Journal of Postsecondary Education and Disability, 32(3), 297-310. https://eric.ed.gov/?id=EJ1236832
    United Nations (2006a). Convention on the rights of persons with disabilities (UNCRPD). www.un.org/disabilities/documents/convention/con voptprot-e.pdf
    UN (2006b). Optional Protocol to the Convention on the Rights of Persons with Disabilities. https://www.ohchr.org/en/instruments-mechanisms/instruments/optional-protocol-convention-rights-persons-disabilities
    UN (2022). Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4
    United Nations Children’s Fund (2019). Children with disabilities. www.unicef.org/topics/china
    United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994). The Salamanca statement and framework for action on special needs education. Resolution adopted by the World Conference on Special Needs Education: Access and Quality on June 10, 1994. https://policytoolbox.iiep.unesco.org/bibliography?page=561&page-len=1&sort=date_desc&abstracts=1&id=GIT844J9
    Vaccaro, A., Kimball, E. W., Moore, A., Newman, B. M., & Troiano, P. F. (2018). Narrating the self: A grounded theory model of emerging purpose for college students with disabilities. Journal of College Student Development, 59(1), 37-54. https://doi.org/10.1353/csd.2018.0003
    Valêncio, C., Freitas, J., Souza, R., Neves, L., Zafalon, G., Colombini, A., & Tenório, W. (2020). Analysing research collaboration through co-authorship networks in a big data environment: an efficient parallel approach. Int. J. Comput. Sci. Eng., 21, 364-374. https://doi.org/10.1504/IJCSE.2019.10020390.
    Wang, L. L., Lu, W. S., & Zhao, D. H. (2022). Study on general college students’ understanding of disability: Based on drawing projection analysis. Disability research, 4, 31-42. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKibYlV5Vjs7ioT0BO4yQ4m_mOgeS2ml3UIDdhL-5hVpOu3qiQBW0jIr07isL0UezYhIqHEd_bJPF&uniplatform=NZKPT
    Wang, Z. Y. (2019). The history, Status and Trend of the Entrance Examination Policy for the Disabled in China. Disability Research, 35(3), 48-57. Retrieved from https://www.cnki.com.cn/Article/CJFDTotal-CJRY201903010.htm
    Wohlstetter, P., Houston, D. M., & Buck, B. (2015). Networks in New York City: Implementing the Common Core. Educational Policy, 29(1), 85-110. https://doi.org/10.1177/0895904814556753
    World Health Organization (2001). International Classification of Functioning, Disability and Health. Geneva: WHO. https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health
    Wu, J. F., & Lin, X. (2021). Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020. Science Editing, 8(1), 79-84. https://doi.org/10.6087/kcse.233
    Xiao, F., Ochiai T., & Park J. (2008). A study on the attitude of Chinese college students to persons with disabilities. Chinese Journal of Special Education, 8, 3-10. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7VSL-HJEdEx0WKy6SWYCjapA5Pz1dLMsOXEoBlMkZOXLv32ZILjL2f6jh3srsJy5A&uniplatform=NZKPT
    Xie, Z., Deng, M., & Ma, Y. (2021). Measuring social support perceived by inclusive education teachers in China. Asia Pacific Journal of Education, 1-17. https://doi.org/10.1080/02188791.2021.1925224
    Xu, Y., & Filler, J. (2008). Facilitating family involvement and support for inclusive education. School Community Journal, 18(2), 53. https://parented.wdfiles.com/local--files/family-engagement/Fam%20Eng%20-%20Ecological.pdf
    Yang, X., L., X. D., & Jiang, C. P. (2002). Issues on teacher education of disabled students in higher education in China. Chinese Journal of Special Education, 2, 20-24. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKgchrJ08w1e7lwLRIsgSA9_S_mSEYrZXfsqwCGw_kDfGkpaGsGmUA17A_pfPbYIlJ7xH4cNHxXyK&uniplatform=NZKPT
    Young, T., & Lewis, W. D. (2015). Educational policy implementation revisited. Educational Policy, 29(1), 3-17. https://doi.org/10.1177/0895904815568936
    Yu, H., & Niu, R. H. (2023). Investigation report on the support status of higher integrated education schools for visually imparied students: Take a medical school in Shandong province as an example. Modern Special Education, 18, 154-158. https://m.cnki.net/express/#/literatureDetailZh?id=KJDS202319048&typeId=CJFDCOMPLETE
    Zhang, W. M. (2021). Analysis of attitude and influencing factors of ordinary teachers towards learning in regular class in China. Journal of Suihua University, 10, 121-124. https://m.cnki.net/express/#/literatureDetailZh?id=SHSZ202110028&typeId=CJFDALL
    Zheng, M., & Zhu, Z. Y. (2007). Learning in regular class and inclusive education: A comparison between Chinese and western model for special education. Journal of Huazhong Normal University, 4, 125-129. https://m.cnki.net/express/#/literatureDetailZh?id=HZSD200704020&typeId=CJFDALL
    Zupic, I., & Cater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629
    Zhang, Y X., Li, J. S., & Qian, Z. L. (2017). A survey of university teachers’ attitude towards higher inclusive education. Journal of Educational Studies, 2, 102-110. https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKibYlV5Vjs7iAEhECQAQ9aTiC5BjCgn0RkBIys8PqNqWuifMCB_flXX9aEbilM-2klHElFWDnXNC&uniplatform=NZKPT

    無法下載圖示 全文公開日期 2029/07/31
    QR CODE
    :::