Inclusive Education Literacy Of Preschool Teachers In Yanji City Current Research

The development level of inclusive education not only represents the educational modernization level of a region,but also represents the civilization level of the region.In recent years,with the promotion of inclusive education in China,not only the stage of compulsory education,more and more special children have entered ordinary kindergartens for education.At the same time,there are also some problems,such as "sitting in class","mixing in class",and even the situation that special children are isolated even if they are placed in ordinary classrooms,which undoubtedly puts forward higher requirements for the inclusive educational literacy of preschool teachers.This study adopts the methods of questionnaire,interview,literature and education statistics.Through sorting out the data,grasp the current situation of inclusive educational literacy of preschool teachers in Yanji City,and analyze its existing problems and influencing factors.The results show that:(1)the inclusive educational literacy of preschool teachers in Yanji is generally at the general level.The dimensions of ideas and teachers’ ethics are at a good level,while the dimensions of knowledge and ability are at a general level.(2)There are significant differences in teaching age and specialty of preschool teachers’ inclusive educational literacy in Yanji city.(3)Although preschool teachers in Yanji can better accept special children,they should strengthen their understanding of the significance of inclusive education.Lack of special education technology knowledge makes it difficult to effectively implement inclusive education.(4)The level of inclusive education literacy of preschool teachers is affected in many ways,mainly including preschool teachers’ lack of professional background,weak awareness of self-learning,the scientific concept of inclusive education has not been popularized,the training system is not perfect,and the incentive and assessment mechanism is not clear.Based on the problems of inclusive education literacy of preschool teachers in Yanji City,this study puts forward suggestions from three levels: government and management departments,colleges and universities,kindergartens and teachers.Government and administrative departments:(1)improve inclusive education policies,laws and regulations.(2)establish a reasonable reward mechanism for preschool teachers’ inclusive education literacy.(3)improve the inclusive education support system in Yanji City.(4)pool social resources and publicize preschool integrated education.Institutions of higher learning:(1)promote the integration of preschool education and special education courses.(2)attach importance to practical courses and add inclusive education internships or visit internships.Kindergartens and teachers:(1)kindergartens should create an inclusive environment.(2)kindergartens should provide training for preschool teachers.(3)preschool teachers should enhance their awareness of self-learning inclusive education.