Keqiao China Textile City in Shaoxing, Zhejiang Province, is one of the best-known and - at 2.08 million square meters - largest textile distribution centers in Asia. It has a history of over 20 years, and an annual b...Keqiao China Textile City in Shaoxing, Zhejiang Province, is one of the best-known and - at 2.08 million square meters - largest textile distribution centers in Asia. It has a history of over 20 years, and an annual business volume of RMB 50 billion, which takes it head and shoulders above its Chinese peers.展开更多
This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dime...This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dimensions:positive and negative effects of inclusion,and benefits of segregated special education;(2)most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion;(3)rural and urban teachers held significantly different attitudes toward inclusion,and urban teachers were more negative toward inclusion than rural ones;and(4)teachers’attitudes were not essentially influenced by resources,teaching years or relevant special education training.展开更多
文摘Keqiao China Textile City in Shaoxing, Zhejiang Province, is one of the best-known and - at 2.08 million square meters - largest textile distribution centers in Asia. It has a history of over 20 years, and an annual business volume of RMB 50 billion, which takes it head and shoulders above its Chinese peers.
文摘This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dimensions:positive and negative effects of inclusion,and benefits of segregated special education;(2)most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion;(3)rural and urban teachers held significantly different attitudes toward inclusion,and urban teachers were more negative toward inclusion than rural ones;and(4)teachers’attitudes were not essentially influenced by resources,teaching years or relevant special education training.
