Predictors of Junior High School Classroom Learning Outcomes Under Inclusive Education from the Perspective of General Education Teachers (105154)

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Predictors of Junior High School Classroom Learning Outcomes Under Inclusive Education from the Perspective of General Education Teachers (105154)

Session Information: Education and Differences: Special Education and Learning Difficulties
Session Chair: Mohammed Alhammad

Saturday, 11 July 2026 10:20
Session: Session 2
Room: UCL Torrington, B09 (Basement Floor)
Presentation Type:Oral Presentation

All presentation times are UTC + 1 (Europe/London)

This study investigates multifactorial predictors of classroom well-being (enjoyment and emotional satisfaction) among junior high school students in Taiwanese inclusive educational settings. Utilizing the 2012 Special Education Longitudinal Study in Taiwan (SNELS) data, the analysis included 1,479 students. Predictors spanned five domains: background (gender), attitudinal (views on inclusive education), school-based support, family involvement, and individual experiences (peer relationship quality, perceived impact of school life).Hierarchical multiple regression analysis revealed that peer relationship quality (beta = -.40, p < .001) was the most substantial negative predictor, followed by perceived negative impacts of school life (beta = -.34, p < .001). Conversely, students' positive attitudes toward inclusive education served as the strongest positive predictor (beta = .22, p <.001). Structural support variables, such as resource teacher support and general/special education teacher collaboration, did not show significant effects. The findings underscore the critical need for student-centered strategies that prioritize peer support and emotional belonging to enhance classroom well-being in inclusive education.

Authors:
Jia-Ming Chang, National Taiwan Normal University (NTNU), Taiwan
Chia-Yi Chu, National Taiwan Normal University (NTNU), Taiwan
Yumei Liou, National Taiwan Normal University (NTNU), Taiwan

About the Presenter(s)
Chang Chia-ming is a doctoral candidate at the Graduate Institute of Special Education, National Taiwan Normal University.

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Predictors of Junior High School Classroom Learning Outcomes Under Inclusive Education from the Perspective of General Education Teachers (105154)

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Posted by James Alexander Gordon