An Investigation Into Teachers’ And Parents’ Attitudes To The Inclusive Education And A Case Study On Retarded Children

Inclusive education is refer to make a long-, medium-and/or ashort-term plan to create appropriate teaching and learning activitiesin a flexible integration form for all types of children with special needsbased on their educational needs, the different physical and mentaldevelopment. Every child with special characteristics can benefit fromthe activities of the form. Study on inclusive education is just started inChina. The policies and regulations relevant in this field are not perfect.Moreover, there is not an available mode that can be drawn lessonsfrom.The inclusive kindergartens in which both normal children and thechildren with special needs are learning together are the suitableplaces for the implementation of inclusive education. However, due tolack of funding for education, teacher training, professional guidance,the inclusive kindergarten is far from the reality. Even in those so-calledinclusive kindergartens, formal integration rather than substantial actionare really done. Teachers knowledge and attitude of the inclusiveeducation will affect the behavior and the quality of their education.And parents’ the concept of inclusive education will directly affect theunderstanding and implementation of education. This study is toexamine teachers’ and parents’ understanding of the inclusiveeducation. Cases studies on mentally retarded children in thebackground of inclusive education are also included in this paper.This study is divided into two parts. In the first part, the survey to157people (including40general education teachers,40special educationteachers,41parents of normal children and35parents of children withspecial survey) was made on their perceptions and attitudes ofinclusive education for the children with special needs. After analyzingand comparing the investigation results, the conclusions was obtained as follow:(1) awareness of inclusive education, the parents of normalchildren less than parents of children with special needs the level ofunderstanding of the inclusive education; in the inclusive educationordinary children, not only children with special needs to help "theidentity aspect, the average score of the teachers was significantlylower than parents of average score; average score of ordinarychildren, parents are also significant with less than a special childrensparents, that is, children with special needs parents score highest andso on.(2) the integration of educational attitude,"children with specialneeds in self-care ability, social adaptation, can be in the integration ofeducational benefit" of teachers and parents understanding does notexist a significant difference, but a special childrens parents believethat children with special needs will benefit scored significantly higherthan the ordinary school parents. Children with special needs in accessto knowledge in the benefits of inclusive education, teachers averagescore was significantly lower than the average of the parents, theparents children with special needs will benefit from the integration ofeducational knowledge. In classes with children with specialeducational activities will affect the quality of education of ordinarychildren, the parents of normal children than parents of children withspecial needs are more worried about the quality of education ofordinary children will be affected, and so on.(3) in the inclusiveeducation hope that all the time in the hope that children with specialneeds into ordinary classes of children inclusive education "issue, theaverage share of teachers average score was significantly lower thanthe parents, the parents hope that some children with special needstime integration. In the inclusive education of children with specialneeds some time to get into the classes of ordinary children "on theissue, the parents of ordinary childrens average score was significantlylower than the average of the parents of children with special needs; in the hope that ordinary children into the class of children with specialneeds inclusive education on the question of the degree of support ofteachers as good as the parents.In the second part of this research, case of inclusive educationintervention on a mentally-handicapped child was studied. The entirecase study is divided into four stages: family sensory integration stage,emotional control stage, collective activities stage, and the stage offusion of the collective activities to achieve certain effects. Someexperiences can be learned from the case study. To provide effectiveguidance for similar children in inclusive education and teaching. Thecase study, on the one hand, through the educational methods offamily intervention to strengthen the cooperation of parents and schoolteachers ways to improve a child’s external environment; the otherhand, through sports, games, art and other group activities to promotethe child’s capacity development. Depth and detailed description andanalysis by recording the mentally retarded children of the interventionand after the intervention phase of change and identify the reasons,then take remedial measures, a further targeted interventions andtraining. Some better effects have been achieved from the entire casestudy.