Perceived Importance of Inclusive Education Preparedness in Xinxiang Vocational and Technical College in Henan Province (China) Before and During the COVID-19 Pandemic

Abstract

This study explored Xinxiang Vocational and Technical College’s (XVTC) readiness for inclusive education across four domains before and during the pandemic. It aimed to identify nuanced variations in importance levels within these domains and assess any significant differences in perceived importance between the specified periods. Conducted through a postpositivist paradigm and an online survey on Weibo, the study involved students, teachers, non-teaching staff, and administrators from both XVTC campuses. Using the modified Inclusive Education Preparedness Questionnaire (IEPQ) with 100 items, half measured the “level of importance” through Likert scales. Descriptive and inferential analyses, including T-tests and Pearson r correlation tests, processed the data. Participants consistently rated inclusive education as extremely important across all domains during both periods. Increased importance during the pandemic was noted in Curriculum, Instruction, and Assessment, and Individual Student Support, with no significant change in Administration and Scheduling. The study rejected the null hypothesis for certain domains, indicating significant differences in perceived importance between pre-pandemic and pandemic periods but accepted the null hypothesis for correlations. Insights highlight the need for targeted interventions in specific domains to enhance inclusive education preparedness amid dynamic circumstances. Future studies should explore these variables among a marginalized student cluster in XVTC for proper comparison.