| The primary purpose of this study was to ascertain kindergarten teachers' attitudes towards inclusion in China, and then examine teachers' perspectives on the degree of accommodation and level of preparation needed to work with those with different disabilities. Finally, this study explored the factors that affect kindergarten teachers' attitudes towards inclusion.;The study was conducted in Beijing, China. The target population for this study was the government kindergarten teachers in Beijing. Of the 250 participants, 240 completed and returned their survey for a return rate of 96%. There were 70 incomplete questionnaires. The final valid questionnaire rate was 68% in this study.;The data were analyzed using frequencies, percentages, means, standard deviations, and multiple regression analyses. The level of significance for testing each of the hypotheses was p<.05.;The conclusions were as follows: First, most teachers held a moderately positive attitude toward inclusion of children with special needs in kindergarten.;Second, the study indicated that age, years of teaching, total children in class and participation in an inclusion workshop were the four variables significantly associated with teachers' attitudes towards inclusion of children with special needs in kindergarten.;Third, the results revealed no significant difference in teachers' accommodation degree (1=No or Very little Accommodation; 2=Minor Accommodation; 3=Much Accommodation; 4=Major Accommodation) for children with various disabilities when examined by teachers' variables (e.g., age, and education degree).;Fourth, the results revealed no significant difference in teachers' preparation level in teaching children with disabilities when examined by teachers' variables (e.g., age, and education degree).;Fifth, the study showed number of children in class and participation in an inclusion workshop were the two variables that significantly influenced teachers' perspectives of barriers in including children with special needs in class. |
