Research On The Advising Model Of Resource Teachers’ Role Playing In Inclusive Environment

This study is about the development of the Special Education from the Isolated Educational Environment and the General Education Environment. These two types of educational classifications are considered inseparable. It is from the basis of the Inclusion Education that the Resource Room Program was formulated. With the widespread of the Inclusion Education, the Resource Room Education was eradicated and eventually led to the creation of the Isolated Special Education. This also serves as the bridge between the General Education and Special Education. One worthy of further research study is the concepts involved in the practice of Inclusion Education. This study shows that the Resource Teacher acts as the key person in promoting the Resource Room Program. In the late90’s, local schools in China started to adopt the Resource Room scheme in their teaching methodology. Many schools in Beijing and Shanghai have been successful in adopting the Resource Room settings, which piloted the interests for further reviews and studies of many schools. In recent years, studies on the significance of the roles and qualifications of Resource Teachers are beginning to take into considerations.The wide-ranging roles of the Resource Teacher play a significant part in the guidance, consultation, and support of the General Education teachers. The researcher used a qualitative research in conducting interviews through inductive analysis in District C and H of Beijing of the Resource Teachers with regard to the nature of their work and dilemmas. The researcher also consulted relevant literatures on teachers’ cooperation and administrators’ leadership models, and conceptualized a new model called the "Teachers’ Development Model". This model focuses on the strategies and methodologies of the Resource Teacher, which they use in guiding the Regular Class teachers. As a result, the efficiency and effectiveness of the Resource Teacher are significantly improved; resolve the difficulty in supervision; and encouragement for self-actualization; and also increases the ability for making reliable decision. Another local model, the "Methodological Perspective Model" was also used by the researcher to interpret the significant role and performance of the Resource Teacher. Among the seventeen teachers the researcher interviewed, only one is a LRC teacher, the rest are all Resource Teachers. Most of the data gathered were first-hand information, and recordings from four administrators and nine Resource Center Directors. Thematic Analysis Method was used in the analysis of the text data. Results from the survey showed the following:1. large difference between male and female ratio;2. Majority of the teachers belongs to the middle age;3. Uneven workloads;4. Staffs are also required to teach in regular classes;5. Majority of Resource Teachers come from regular education;6. Teachers need to teach multiple type special children;7. Diversified training activitiesThe following findings were also gathered by the researcher showing Resource Teachers with Beijing characteristics:1. Majority of the children are mentally retarded by evaluate and diagnosis;2. Resource Teachers also teach general education classes;3. Focus on academic assessment.From the in-depth studies, the following conclusions were formulated by the researcher:1. Specialization and institutionalization of Resource Teachers improve the quality of teachers;2. Utilization of both the "Teachers Development Model" and the Ethnomethodology Theory to enhance teaching effectiveness;3. Expand teachers’traning by parallelization of the development of General Education and Special Education;4. Promotion of the Inclusion Education in the society;5. Interaction between the Resource Teachers and LRC Teachers by website or chat;6. Communalization of the Resource Room and truly benefit children with special needs.Promoting inclusive education by LRC in the Mainland China should be strengthened concept of special education in the general education, children with special needs can be placed in LRC with normal children, and truly achieve the ideal of inclusive education. Majority of Resource teachers from general education have its positive significance. To help teachers’ self-growth, administrative authorities should also pay attention to resource teachers’ personal growth and career planning. What if those resource teachers were return to general education has both significance to develop special education and general education in the future.