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    An Ontario-Developed Online Special Education Teacher Course Model for China

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    Author
    GAO, HEKUN
    Keyword
    Online education
    Special and inclusive education
    Chinese Special Education teacher training
    Canadian online teacher training
    Intercultural communication
    
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    URI
    http://hdl.handle.net/10464/5012
    Abstract
    This study investigated the effectiveness of an Ontario-developed online Special Education teacher training course as a model for in-service teacher professional development in China. The study employed a mixed method approach encompassing both a quantitative survey and a qualitative research component to gather perceptions of Chinese and Canadian teachers, educational administrators, and teacher-educators who have intensive experience with online education, Special Education, and teacher preparation programs both in China and Canada. The study revealed insufficient understanding of Special Education among the general Chinese population, underdevelopment of Special Education teacher preparation in China, and potential benefits of using a Canadian online teacher training course as a model for Special Education in China. Based on the literature review and the results of this study, it is concluded that online Canadian Special Education teacher in-service courses can set an example for Chinese Special Education teacher training. A caveat is that such courses would require localized modifications, support of educational authorities, and pilot testing.
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