Research on the Demands and Supporting Strategies of Paraeducators for Children with Special Needs in Jiangxi Province from the Perspective of Inclusive Education

Against the backdrop of nationwide inclusive education promotion, children with autism spectrum disorder, intellectual disabilities and other special educational needs (SEN) in Jiangxi Province have raised growing demands for equitable schooling. Paraeducators serve as a critical on-site support mechanism enabling SEN children to access mainstream classrooms; the adequacy of shadow teacher service provision and the maturity of corresponding multi-stakeholder support systems jointly determine the overall quality of local inclusive education. This study adopted mixed quantitative-qualified methods, including questionnaire surveys and semi-structured interviews, to investigate SEN children, paraeducators, general and special education teachers, as well as SEN caregivers across multiple prefecture-level cities in Jiangxi. Grounded in provincial special education policies and local frontline inclusive education practices, we systematically unpacked multidimensional service demands from four core stakeholder groups, diagnosed prominent practical bottlenecks restricting the sustainable operation of shadow teacher services, and constructed regionally tailored multi-layered support strategies aligned with Jiangxi's educational realities. The findings of this research offer empirical evidence and actionable policy references to advance high-quality inclusive education for SEN children across central China's Jiangxi Province.