From intuition to professionalism: the construction of a dynamic evaluation model for special education literacy of teachers in general schools

Abstract

As inclusive education expands globally, general school teachers face systemic challenges in bridging the gap between classroom realities and mandated professional competencies. Using a qualitative grounded theory design, this study decodes the developmental trajectory of special education literacy among general school teachers. Data were generated through theoretical sampling, comprising in-depth interviews with eight teachers across diverse regional contexts and a focus group with seven educational stakeholders; the theoretical saturation of the emerging model was rigorously verified via constant comparative analysis. The findings conceptualize a three-stage developmental continuum—progressing from intuitive experience to professional practice, and ultimately to reflective professionalism—cross-cut by five dynamic dimensions: cognitive appraisal, instructional practice, institutional support, home–school collaboration, and professional learning. Crucially, the study uncovers a structural decoupling within this trajectory, conceptualized as the "Instructional Substitution Effect", wherein teachers' technical deficits compel a reliance on defensive behavior management over substantive differentiated instruction. By addressing this "practice-ahead-of-cognition" asymmetry, this study advances inclusive pedagogical theory and provides a diagnostic blueprint for designing localized, scaffolded teacher professional development and structural school support eco-systems.