| Currently,preschool integrated education is gradually becoming a trend in the world education development.As the central figure in promoting preschool integrated education,the acceptance attitude of general kindergarten teachers toward special children determines the necessary prerequisites for implementing preschool integration.However,in real practice,there are problems with the level of education of general kindergarten teachers,the lack of kindergarten teachers and the lack of relevant professional knowledge level,which in turn affect the teaching quality of preschool integrated education.Understanding the current situation of general kindergarten teachers’ attitudes toward the acceptance of preschool children with special needs is important for promoting the role function of general kindergarten teachers and improving the quality of preschool integrated education.This study examines the acceptance attitudes of general kindergarten teachers toward the implementation of integrated education for children with special needs at the preschool level from the perspective of the current development of preschool integrated education in China.This study used the researcher’s self-administered "Questionnaire survey on kindergarten teachers’ attitudes toward preschool integrated education in Yichun" and "Interview outline on kindergarten teachers’ attitudes toward preschool integrated education for children with special needs in Yichun" as the research tools;a total of 155 kindergarten teachers from 5kindergartens in Yichun,Heilongjiang Province were surveyed,and 155 valid questionnaires were finally collected.The survey samples were analyzed by percentages,one-way ANOVA,and weighting methods,and the following conclusions were drawn:First,support for the factor of conditions for implementing preschool integrated education was the highest,support for the factors of reasons for supporting preschool integrated education and the meaning of implementing preschool integrated education was significantly higher than the influencing factor of not supporting the implementation of preschool integrated education,and support for the factor of reasons for not supporting preschool integrated education was the lowest.Second,general kindergarten teachers’ attitudes toward acceptance of exceptional children were influenced by factors such as different education,age and teaching experience,and the gender of the kindergarten teacher had no effect on attitudes.Third,the opinions of special early childhood teachers to implement integrated education include kindergarten teachers’ strength,corresponding supporting facilities,parents’ perceptions,and policy protection.Finally,in response to the problems that emerged during the study,the following suggestions were made in terms of the acceptance attitude of general kindergarten teachers toward preschool integrated education: first,increase the publicity to improve social recognition;second,strengthen the pre-service and post-service teacher training for preschool integrated education teachers;third,build a preschool integrated education support system together and increase the investment in preschool integrated education funds as well as the support from the community,kindergartens and families. |
