Meng Deng
Biographic Data
| ID | 6504088 |
|---|---|
| NAME | Meng Deng |
| GIVEN NAMES | Meng |
| FAMILY NAME | Deng |
| SIGNATURE | DENG M |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0002-7148-9101 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Survival outcomes and influencing factors in Zhengzhou HIV/Aids patients following antiretroviral therapy initiation (2014-2024)
Background While antiretroviral therapy (ART) has significantly improved the long-term survival of people living with HIV/AIDS, leading to a chronic disease management model, survival outcomes can be influenced by demographic and clinical factors. There is a need to evaluate the long-term survival of HIV-infected individuals initiating ART and identify local influencing factors to optimize patient management and improve prognosis. Methods A retro…
Effectiveness of AI-generated visual scaffolds for reading comprehension in Chinese inclusive classrooms
Facilitating teachers’ inclusive education intentions
Teacher intention toward employing inclusive practices is pivotal to determining instructional behaviors and teaching effectiveness of inclusive education. Although previous research evidenced that some individual antecedents such as self-efficacy predict teachers’ inclusive education intentions, few studies pay due attention to the integration of organizational and individual contributors to such intentions, especially in Mainland China. A cross…
Changes in serum TIM-3 and complement C3 expression in workers due to Mn exposure
Mn (Manganese, Mn) is an essential trace element involved in various biological processes such as the regulation of immune, nervous and digestive system functions. However, excessive Mn exposure can lead to immune damage. Occupational workers in cement and ferroalloy manufacturing and other related industries are exposed to low levels of Mn for a long time. Mn exposure is one of the important occupational hazards, but the research on the effect o…
Measuring social support perceived by inclusive education teachers in China
Social support perceived by inclusive education teachers is seldom empirically investigated, and there are few tools to measure it. This research aims to develop a valid instrument to investigate inclusive education teachers’ social support and to determine the current situation of such support in China. A total of 216 and 367 valid questionnaires from teachers in elementary and junior high inclusive education schools were collected in study 1 an…
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described p…
Conceptualising, defining and providing special education in China
Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was accomplished by conducting a qualitative study using in‐depth interviews with nine Chinese stakeholders, inc…
Expansion of special education and promotion of inclusive education in China
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this study was to uncover the experiences and views of Chinese stakeholders regarding the possible conflic…
Inhibition of HIF-1α Attenuates Silica-Induced Pulmonary Fibrosis
Inhibition of HIF-1α reduced α-SMA, decreased COL1A1 expression, and attenuated the degree of PF in C57BL/6N mice. Therefore, HIF-1α may be a new target for the treatment of silica-induced PF
Glycyrrhizic Acid Attenuates Pulmonary Fibrosis of Silicosis by Inhibiting the Interaction between HMGB1 and BRG1 through PI3K/Akt/mTOR Pathway
Glycyrrhizic acid can inhibit the interaction between HMGB1 and BRG1 through the PI3K/Akt/mTOR pathway to affect the progression of silicosis
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools
This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure contained six dimensions: Academic Performance (AP), School Adaptive Skills (SAS), Social Rules (SR), …
Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model
Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ con…
The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China
The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and ins…
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
The attitudes of primary school teachers toward inclusive education in rural and urban China
The Chinese "Learning in a Regular Classroom" and Western Inclusive Education
This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions
On Several Relations in the Process of Developing Inclusive Education
Several issues must be addressed in the process of developing inclusive education in China. This paper reveals that the relevant stakeholders should deal carefully with the relations between universalization and quality enhancement, "learning in a regular classroom" (LRC), and the physical and psychological development of the students. Meanwhile, emphasis should also be placed on balancing the use of qualitative and quantitative criteria for eval…
From unconscious to conscious inclusion
The authors map the route undertaken by the Project Management Office of the Gansu Basic Education Project (GBEP) in Gansu Province, China, in instituting measures to ensure good learning opportunities for children with special educational needs within the four poor counties benefiting from this DFID supported project. The main purpose of GBEP has been to increase enrolment and retention in these poor, minority areas so as to achieve universal ba…
Local special education administrators’ understanding of inclusive education in China
Local special education administrators’ understanding of inclusive education in China
From unconscious to conscious inclusion
The authors map the route undertaken by the Project Management Office of the Gansu Basic Education Project (GBEP) in Gansu Province, China, in instituting measures to ensure good learning opportunities for children with special educational needs within the four poor counties benefiting from this DFID supported project. The main purpose of GBEP has been to increase enrolment and retention in these poor, minority areas so as to achieve universal ba…
Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model
Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ con…
Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools
This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure contained six dimensions: Academic Performance (AP), School Adaptive Skills (SAS), Social Rules (SR), …
The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China
The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and ins…
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
The Chinese "Learning in a Regular Classroom" and Western Inclusive Education
This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions
On Several Relations in the Process of Developing Inclusive Education
Several issues must be addressed in the process of developing inclusive education in China. This paper reveals that the relevant stakeholders should deal carefully with the relations between universalization and quality enhancement, "learning in a regular classroom" (LRC), and the physical and psychological development of the students. Meanwhile, emphasis should also be placed on balancing the use of qualitative and quantitative criteria for eval…
From unconscious to conscious inclusion
The authors map the route undertaken by the Project Management Office of the Gansu Basic Education Project (GBEP) in Gansu Province, China, in instituting measures to ensure good learning opportunities for children with special educational needs within the four poor counties benefiting from this DFID supported project. The main purpose of GBEP has been to increase enrolment and retention in these poor, minority areas so as to achieve universal ba…
Local special education administrators’ understanding of inclusive education in China
The attitudes of primary school teachers toward inclusive education in rural and urban China
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China
The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and ins…
Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model
Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ con…
Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools
This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure contained six dimensions: Academic Performance (AP), School Adaptive Skills (SAS), Social Rules (SR), …
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
Conceptualising, defining and providing special education in China
Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was accomplished by conducting a qualitative study using in‐depth interviews with nine Chinese stakeholders, inc…
Expansion of special education and promotion of inclusive education in China
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this study was to uncover the experiences and views of Chinese stakeholders regarding the possible conflic…
Inhibition of HIF-1α Attenuates Silica-Induced Pulmonary Fibrosis
Inhibition of HIF-1α reduced α-SMA, decreased COL1A1 expression, and attenuated the degree of PF in C57BL/6N mice. Therefore, HIF-1α may be a new target for the treatment of silica-induced PF
Glycyrrhizic Acid Attenuates Pulmonary Fibrosis of Silicosis by Inhibiting the Interaction between HMGB1 and BRG1 through PI3K/Akt/mTOR Pathway
Glycyrrhizic acid can inhibit the interaction between HMGB1 and BRG1 through the PI3K/Akt/mTOR pathway to affect the progression of silicosis
Changes in serum TIM-3 and complement C3 expression in workers due to Mn exposure
Mn (Manganese, Mn) is an essential trace element involved in various biological processes such as the regulation of immune, nervous and digestive system functions. However, excessive Mn exposure can lead to immune damage. Occupational workers in cement and ferroalloy manufacturing and other related industries are exposed to low levels of Mn for a long time. Mn exposure is one of the important occupational hazards, but the research on the effect o…
Measuring social support perceived by inclusive education teachers in China
Social support perceived by inclusive education teachers is seldom empirically investigated, and there are few tools to measure it. This research aims to develop a valid instrument to investigate inclusive education teachers’ social support and to determine the current situation of such support in China. A total of 216 and 367 valid questionnaires from teachers in elementary and junior high inclusive education schools were collected in study 1 an…
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described p…
Facilitating teachers’ inclusive education intentions
Teacher intention toward employing inclusive practices is pivotal to determining instructional behaviors and teaching effectiveness of inclusive education. Although previous research evidenced that some individual antecedents such as self-efficacy predict teachers’ inclusive education intentions, few studies pay due attention to the integration of organizational and individual contributors to such intentions, especially in Mainland China. A cross…
Survival outcomes and influencing factors in Zhengzhou HIV/Aids patients following antiretroviral therapy initiation (2014-2024)
Background While antiretroviral therapy (ART) has significantly improved the long-term survival of people living with HIV/AIDS, leading to a chronic disease management model, survival outcomes can be influenced by demographic and clinical factors. There is a need to evaluate the long-term survival of HIV-infected individuals initiating ART and identify local influencing factors to optimize patient management and improve prognosis. Methods A retro…
Effectiveness of AI-generated visual scaffolds for reading comprehension in Chinese inclusive classrooms
Pedagogy (14 works) · Political science (13 works) · Psychology (13 works) · China (12 works) · Sociology (11 works) · Inclusion (mineral (10 works) · Disability Education and Employment (9 works) · Social Psychology (9 works) · Special education (9 works) · Mathematics education (8 works)