Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability.

Weihao Xin, Jingwen Ye, Zhenzhen Zhang

Abstract read

In one paragraph

Article in International journal of developmental disabilities, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

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2 · The registry

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3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Anchoring links in Chinese pre-service teachers' role beliefs about typically developing students and those with intellectual and developmental disabilities: a metaphorical analysis.Frontiers in psychology · 2026
Article

4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Weihao XinJing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Jingwen YeJing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Zhenzhen ZhangDepartment of Special Education, East China Normal University, Shanghai, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objectives: This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods: A qualitative research design was employed. Semi-structured interviews were conducted with eight PSETs and analysed using inductive thematic analysis. Results: The findings revealed four key themes in PSETs' beliefs about students with MSID: educational placement, approaches to learning, priority development areas, and growth in abilities. These beliefs ranged from limiting to constructive, forming either nested or divergent belief systems. Conclusions: This study sheds light on the diverse belief systems of Chinese PSETs regarding students with MSID. The complexity of these belief systems underscores the need for targeted teacher education programs designed to foster more constructive beliefs, thereby promoting effective teaching practices and improving educational outcomes for students with MSID.

Indexed as

Belief systemseducational placementmoderate and severe intellectual disabilitypre-service special education teachers

Identifiers

PMID41923808

DOI10.1080/20473869.2025.2452856

PMCPMC13037180

What OpenQuestion holds

Textmetadata

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.