How Do Teachers Contribute the School Adjustment of Children with Disabilities in Inclusive Education? A Social Support Perspective

Guided by social support theory and ecological systems theory, this study examined how teachers contribute to the school adjustment of children with disabilities. Questionnaire data were collected from 383 teachers across 58 inclusive schools in China. Structural equation modeling revealed that teacher perceived inclusive social support positively predicted school adjustment, mediated not only by attitudes towards inclusive education alone but also sequentially by teacher self-efficacy for inclusive education and subsequently by attitudes towards inclusive education. These findings highlight that teacher perceived inclusive social support can promote the school adjustment of children with disabilities through teacher self-efficacy and attitudes.