Structural Equation Modeling for Studying Adaptation of the Students with Disabilities in Inclusive Junior High Schools

Abstract

This research explored the factors of the adaptation for the children with disabilities studying in inclusive junior highschools. The subjects were recruited from the Special Needs Education Longitudinal Study of Taiwan. The result ofthe Confirmatory Factor Analyses reflects that there are two, three and five observed variables included in theintervention timing, language skills, and school adaptation respectively. Per structural equation modeling, theresearch found that the intervention timing impacts the children’ language skills, and language skills impact thechildren's adaptation in inclusive junior high school setting. Based on the research findings, some implications forintervention practices are provided.