Conclusion

It is of great significance to pay attention to the mental health of SET as it not only associated with fitness themselves, but also student performance (McLean & Connor, 2015) and their academic outcomes (Beilock, Gunderson, Ramirez, & Levine, 2010). This study surveyed the mental health status of SET under the background of special education transformation in China. Our study contributes to the scientific literature in four ways. Firstly, we have found that the mental health of SET was worse than the national norm under the background of inclusive education in China based on a relatively national representative sample. Hence, concerns should be given to promote their mental health. Secondly, we found that SET in different training level groups appeared different levels of mental health. The mental health of national training participants was lower than provincial participants. And thirdly, teaching age, types of SES do not show significant independent effects on the mental health of SET. From a practical perspective, our findings

highlight the need to attend to different groups of SET aiming to improve their mental health. Given that research on improving the quality of special education and promoting the development of inclusive education is increasing, the mental health of SET and professional performance inextricably linked, the importance of this study is even more apparent.

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Abstract

With the continuous advancement of inclusive education, the development of special education in China has entered a transitional period. Investigating the mental health of special education teachers (SET) in this new era is not only important to special education policy formulation but also to practice. This study aims to discuss the mental health status of SET in contemporary China. The results of our survey suggested that the mental health status of SET was worrisome. National training program SET participants suffered from worse mental health problems than provincial training program participants. Moreover, class teachers experienced worse mental health problems.

Possible reasons and implications were discussed in this study.

The Redefinition of Teachers’ Roles in the Age of AI:

An Analysis of the Chinese Discourse

LIU Fan (Capital Normal University)

LI Yingtao (Capital Normal University, Graduate Student)

keywords: Massive Personalized Learning, Artificial Intelligence, Teachers’ Role