Research On The Educational Status Of Preschool Children With Special Educational Needs In The View Of Inclusive Education

The theory of "Inclusive education" has gradually been built up maturely, which had experienced the study of normalization principles, returning mainstream and education integration. In 1994, UNESCO held "World Special Educational Conference" in Salamanca, Spain, where the thinking of Inclusive Education was clearly put forward; furthermore, they advocated that "those children with special needs have to be absorbed into regular schools and where the child-centered activities shall be provided to meet their special needs". The inclusive education, from then, has culminated in theory and practice world widely. Generally, Inclusive education is not simply only a special children’s resettlement, but a theory followed by human rights awareness, education equity and child-centered thought.This study, through the view of inclusive education, examined the educational situation of preschool children with special educational needs in Guilin. It aimed to know the schooling quantity and quality of children with special needs, exposing problems, the hidden reasons and giving recommendations. It combined different kinds of methods and processes, like quantitative and qualitative research, adopting ways of literature, questionnaire survey, observation, interview, object analysis to collect, collate and analyze information. The main structures and contents are as follows:The first part explains the reasons and meanings of this study, gives a brief review of development status of inclusive education in preschool. It also defines the core concepts, proposed research ideas, study and research methods.The second part is the introduction of inclusive education theory; this includes the inclusive education’s connotation and the basic concept, development, the basic practice mode and quality evaluation.The third part is the inclusive education status of preschool children with special needs in Guilin. It mainly focuses on two parts: the number of preschool children with special educational needs in kindergarten and the present educational situation of them in ordinary kindergarten.The fourth part is the problems in the status and its analysis. Investigation conclusions are:1. few preschool children with special educational needs can go to kindergarten; 2. Kindergarten lack of security, the least limit physical environment for children with special educational needs; 3.There are teacher-children interaction and peer interaction problems in the inclusive class; 4.Kindergarten lack of individualized education plan for children with special educational needs;5. Supports for the children with special educational needs are weak in the inclusive education environment. Research found that the main reasons behind the problems are:Policy implementation does not reach the designated position; the kindergarten teachers and parents lack awareness of inclusive education; teacher training gap exists.The last part puts forward seven suggestions according to the problems and their reasons. The suggestions are:First, to strengthen the construction of special education policies and regulations and implementation; Second, expand the propaganda, promote the transition of the social cultural concept; Third, improve the preschool education teacher training; Fourth, create a resource center that will provide social support for the inclusive education; Fifth, the kindergarten do inclusive education implementation strategy; Sixth, preschool teachers should update educational concepts and views, change the negative attitude of treating children with special educational needs; and lastly, preschool teachers promote the benign peer interaction.