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- W3190334805 abstract "Recent decades have witnessed the development of inclusive education in China. Yet, the national program of ‘Learning in Regular Classroom’ – a form of inclusive education with Chinese characteristics – has been criticised for lacking sufficient system support. Under these circumstances, parents play a key role in support for their children with disabilities in regular schools in China. This study investigates the relationship between inclusive school quality and the well-being of parents of children with disabilities and the mediating effect of resilience on such a relationship. A sample of 310 Chinese parents of children with disabilities completed the Perception of Inclusive School Quality Scale, the Diener Well-being Scale, and the Davidson Resilience Inventory in the study. The results indicated that parents’ perceptions of inclusive school quality had a positive relationship with their subjective well-being, and resilience showed a partial mediating effect on that relationship. Implications are discussed." @default.
- W3190334805 created "2021-08-16" @default.
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- W3190334805 date "2021-08-06" @default.
- W3190334805 modified "2023-10-16" @default.
- W3190334805 title "Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience" @default.
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- W3190334805 doi "https://doi.org/10.1080/1034912x.2021.1961213" @default.
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