Study On The Current Status And Promotion Strategies Of Preschool Inclusive Education

As the number of children with special needs who study in the general kindergartens increased,the quality of preschool inclusive education has received increasing attention.Studies have shown that the situation of children with special needs in the domestic inclusive environment is not optimistic.However,there is no specific quality assessment tool in China to measure the quality of preschool inclusive education.How to improve the quality of preschool inclusive education on the basis of understanding the current status has become an urgent problem to be solved in this field.This study consists of two parts.Study 1 draws on the Inclusive Classroom Profile(ICP),a professional evaluation tool used to evaluate the quality of preschool inclusive education.Under the premise of exploring its cultural adaptability,it conducts quality assessment on 30 preschool inclusive classrooms in H City to measure the quality of preschool inclusive education,analyze the main factors affecting the quality of preschool inclusive education.Study 1 found that:(1)The ICP scale has good reliability and validity,it's suitable to evaluate the quality of preschool inclusive education.(2)The overall level of preschool inclusive education quality of 30 preschool inclusive classrooms is low.The specific performances are as follows: First,The creation of the physical environment was more appropriate than the psychological environment and space conversion flexibility;Second,With regard to the guidance on activities,the teachers lack the ability to grasp the teaching opportunity during activities;Third,as for interpersonal interaction score is lower,whichcan be explained by the monotonous interpersonal interaction and teachers' limitations on scaffolding strategies;Fourth,The cooperation among related stakeholders did not work well,and the monitoring system had not been established effectively.(3)There is no significant correlation between the teacher's age,teaching age,highest education,and the experience of children with special needs and the quality of preschool inclusive education.There is a significant negative correlation between class size and the quality of preschool inclusive education.There is a significant positive correlation between the teachers who received training of inclusive education and the quality.On the basis of Study 1,Study 2 selected two preschool inclusive classrooms as research participants.The study takes the three key components of high-quality preschool inclusive education as defined in the DEC&NAEYC joint position statement: Access,Participation,and Supports as target.Based on the ICP,the researchers developed quality improvement plans from four aspects: flexibility of environmental adjustment,suitability of activity guidance,continuity of interpersonal interaction,and cohesiveness of personnel cooperation.In the process of quality improvement,teacher training,classroom observation,feedback and stage quality assessment are taken as the implementation points.Quantitative and qualitative date are collected through observation,measurement and interview methods with observation records,interview records and video analysis.By comparing the quality of pre-and post-investigation in two preschool inclusive classrooms,this paper analyzes the implementation effect of improving the quality of preschool inclusive education.The results of Study 2 show that:(1)Through practical research,the overall level of preschool inclusive education quality of the two classes has improved.(2)The quality of preschool inclusive education in the two classrooms has been reduced on a small scale: the quality of the ‘ Membership ' item and the quality of the ‘ Family-Professional Partnerships ' item still needs to be further improved.(3)The quality of preschool inclusive education in both classrooms has not been improved on individual projects: the quality of the‘Transitions Between Activities' item and the quality of the ‘MonitoringChildren's Learning ' item has not been improved.(4)Participatory teacher training methods,operability of quality improvement program,loyalty of teachers' implementation quality improvement programs,teachers' attention to children's individualized needs,the degree of perfection of social support systems,class size and teachers' time and energy are the main factors affecting the quality of preschool inclusive education.It is suggested that the future research could rely on the ICP scale,combined with the research status,to improve the quality of preschool inclusive education from the aspects of environmental adjustment,activity guidance,interpersonal interaction and personnel cooperation.The researchers should implement improvements from influencing factors and reduce the resistance in the process of improving the quality of preschool inclusive education,such as reducing the size of classes,improving teacher training methods,reducing invalid work tasks,and standardizing cooperation methods.