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.本研究以社会支持理论（social support theory）与生态系统理论（ecological systems theory）为研究框架，探讨教师对残疾儿童学校适应的影响机制。研究从中国58所融合教育（inclusive education）学校收集了383名教师的问卷数据。结构方程模型（structural equation modeling）分析结果表明，教师感知到的融合教育社会支持对残疾儿童的学校适应具有正向预测作用，其中介路径不仅可单独通过教师融合教育态度实现，还存在链式中介效应：即先经由教师融合教育自我效能感，再通过融合教育态度发挥作用。本研究结果凸显，教师感知到的融合教育社会支持可通过提升教师融合教育自我效能感、改善其融合教育态度，进而促进残疾儿童的学校适应。