The Study Of Teachers' Working Conditions And Strategies In Preschool Inclusive Education

Inclusive preschool education is a cross discipline of preschool education and has attracted more and more attention under the background that national education fair is promoted vigorously.As a new mode of education,preschool inclusive education is not mature,and there are some problems in the development.Especially as direct participants,teachers will inevitably encounter the problems in the work and need enough social support.This study is to understand the teachers' plights and needs at work,analyze the plights and put forward relevant strategies.The study mainly adopts the literature method and interviewing method.Through interviews with six teachers in a kindergarten in Z city of Henan Province as the research objects,it is possible to obtain the working condition of preschool teachers' first-hand information in preschool inclusive education.Through the integration of interview,it is possible to sum up the specific plights faced by kindergarten teachers in the teaching activities of preschool inclusive education and put forward reasonable suggestions combined with the existing theory results and the domestic and foreign advanced experience.Based on a large amount of data analysis,it is possible to conclude that plights of preschool teachers in preschool inclusive education are from four aspects:First,it is from social plights.Studies suggest that cognitive limitations and differences in demand cause parents of young children question the ideas and effects of inclusive education;The public does not understand inclusive education and preschool teachers,and there is misunderstanding and prejudice,which cause that preschool teachers in understand inclusive education have the confusion that their occupational identities are not identified,frustration of low social status and difficulties to get support.Second,it is from the plights of the family.Relatives of preschool teachers have prejudices of special children and inclusive education,and have dissatisfaction of payment and working environment,which makes teachers have difficult to get fully understanding from relatives and friends,resulting in heavy psychological pressure.Third,it is from the plights of kindergartens.Funding constraints,lack of resources,and poor working environment hinder the development of kindergartens and teachers;Lacking of targeted and practical training restricts the professional development of teachers;low salary and heavy work is not proportional and there is a large gap for their life requirements.The management of kindergartens and the relationship between colleagues lack warmth,which contraries inclusion,the so called “love of education” and makes teachers lack psychological support.Four,it is from personal plights.Lack of expertise results in ineffective work,lacking confidence,and low self evaluation;Low occupation identity results in weak working impetus,low work enthusiasm and worrying about the prospects for development.Through the full interview of teachers,study suggests seasons for plights: government attention and investment in inclusive education are not enough;Kindergarten management for teacher are misconduct,and training is not in place;teachers' professional quality is not high,and there are serious psychological problems.In view of this,study suggests that relevant departments should establish clear policies of the law,increase financial investment,and do extensive publicity by the establishment of professional special education institutions and patrolling tutoring teams.It should provide adequate professional training opportunities by kindergarten.Also kindergarten should improve teachers' wages,create a good working atmosphere,and offer good psychological counseling for teachers.Preschool teachers should enhance their occupation identity and constantly improve their personal accomplishments.