| Inclusive Education which is a new concept has emerged in the field ofinternational education since1990s. It is a hot issue both from the perspectives ofrespecting every child’s existing right and constructing a harmonious society. Firstand foremost, Inclusive Education is a trend of education development. As the sayinggoes,“Well begun is half done” The life of every child deserves to have the best start,so do the special children. With the rapid development of the society and the growingprosperity of life, education has been attached great importance by the Party and thecountry. It is also widely recognized by parents and the community. InclusiveEducation for special children, however, is in the ascendant in our country. Moreover,according to psychologists, the level of intelligence is essential in the first few years.Inclusive Education for preschool children is proposed to provide an equal,acceptable and loving environment for learning and living.With applying research methodologies of questionnaire and interview, this paperaims to probe into the attitudes that preschool teachers hold to Inclusive Education inKunming, Yunnan province. Accordingly, this research is carried out from theperspectives of cognition, emotion, and intention respectively. Some problems thatmay be encountered by the preschool teachers in Inclusive Education are summarized.For instance, the preschool teachers take a reservation to Inclusive Education forspecial children. They are suspicious of their ability to guide the disabled studentseffectively. In addition, they hesitate about the future development of InclusiveEducation. Based on these above mentioned problems, the author proposes somecountermeasures or suggestions in order to support the pre-Inclusive Education inkindergarten. In brief, pre-Inclusive Education is still in an initial stage in YunnanProvince. It will be further improved and enhanced by the establishment of a widerange of public opinion and supporting systems. |
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