From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools

ABSTRACT

This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectations and then to being professionalised as special educators with self-determination. They struggled with multiple roles, felt marginalised and deprofessionalised, and were dominated by a categorical perspective serving students with special educational needs. Moreover, clearly authorised full-time positions, professionalisation, administrative support, and attitudes towards inclusive education were found to be key determinants in RRTs’ successful role transformation. The present study concludes that RRTs should be empowered with clear expectations of their roles and responsibilities to lead inclusive education practices in schools and guarantee a stable professional status via sustainable training.

KEYWORDS:

• Role transformation
• regular education teachers
• special educators
• resource room teachers
• inclusive education schools

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by the Key Project of 2016 for the 13th Five-years Plan of National Social Science Fund [grant number: AHA160010] as administered by the Ministry of Education of Peoples’ Republic of China.

Notes on contributors

Zhengli Xie

Zhengli Xie is currently a Ph.D. candidate of Faculty of Education, The University of Hong Kong. Her research interests include inclusive education, teacher education, and education for children with developmental disabilities.

Meng Deng

Meng Deng is now a professor and director of Research Center for Inclusive Education of Faculty of Education, Beijing Normal University. His research interests include inclusive education, curriculum and instructional adaptations for Children with special educational needs.

Zhiyong Zhu

Zhiyong Zhu is now a professor at College of Education Administration, Faculty of Education, Beijing Normal University. His research interests include educational sociology and school management.