The Hong Kong Polytechnic University, Hong Kong.
The Hong Kong Polytechnic University, Hong Kong.
Res Dev Disabil. 2019 Sep;92:103433. doi: 10.1016/j.ridd.2019.103433. Epub 2019 Jul 12.
The aim of the study was to evaluate the effectiveness of the Whole Inclusive School Empowerment (WISE) project in supporting preschool children with diverse learning needs.
This study adopted a mixed method design. The quantitative section was a quasi-experiment comprising eight intervention preschools (378 students, 68 teachers) with a support team of an educational psychologist and a teacher coordinator, compared with eight control preschools (281 students, 61 teachers) without the support team. Teachers completed questionnaires on students' school readiness and behavior as well as their own teaching efficacy at pre-intervention, mid-intervention, and post-intervention. The qualitative part consisted of preschool principals and teachers participating in focus group discussions.
The quantitative results indicated a significant interaction effect (group X time) for students' school readiness, behavior problem and prosocial behavior, as well as teachers' efficacy. Qualitative findings from principals and teachers also showed that the WISE project brought benefits to the preschools, teachers, students and parents.
The results provided promising evidence on the effectiveness of the WISE project in supporting preschool children with diverse learning needs.
本研究旨在评估全纳学校赋权（WISE）项目在支持具有不同学习需求的学前儿童方面的有效性。
本研究采用混合方法设计。定量部分是一项准实验，包括有教育心理学家和教师协调员支持小组的 8 所干预幼儿园（378 名学生，68 名教师），与没有支持小组的 8 所对照幼儿园（281 名学生，61 名教师）进行比较。教师在干预前、干预中和干预后完成了关于学生入学准备、行为以及自身教学效能感的问卷。定性部分由幼儿园园长和教师参加焦点小组讨论组成。
定量结果表明，学生的入学准备、行为问题和亲社会行为以及教师效能感存在显著的交互效应（组 X 时间）。来自园长和教师的定性发现也表明，WISE 项目为幼儿园、教师、学生和家长带来了益处。
研究结果为 WISE 项目在支持具有不同学习需求的学前儿童方面的有效性提供了有希望的证据。
