A Study On Difficulties And Solutions Of The Professional Training For "inclusive" Teachers

As one of the practice models of inclusive education concept in China, learning in regular classroom, simply means handicapped children study at regular classroom in ordinary school. With more than twenty years' development, learning in regular classroom, which has become the major method for disabled children to receive compulsory education in China, also brings great challenge for teachers. At present, "inclusive" teachers still lack relevant professional training for daily educational work. Based on the existing problems of special training, this paper offers suggestions on how to improve professional training for "inclusive" teachers.Through interview and investigation, this paper, taking District C in Shanghai as an individual case, states not only the current situation and existing problems of professional training for "inclusive" teachers, but some effective measures and acquired achievements as well. Different ways of professional training has been explored and tried in District C already, for example, focus training, itinerant guidance, school training and self-training. To a great extent certain requirement has been made on both the target and frequency of the training. Different training methods have also been adopted according to actual needs. However, several problems still exist and affect training results, including inactive participation of training, incomplete expansion of all level training, careless selection of training content, as well as lack of enthusiasm to process information.Based on detailed analysis of the causes, this paper puts forward further improvements and solutions, including integrity of the policies, creation of the incentive measures by training organization, improvement of treatment for "inclusive" teachers, financial support of professional training, preparation of teaching materials according to specified requirement, and mutual cooperation through different ways. These solutions may not only help to improve the professional training for "inclusive" teachers in District C, but also provide some enlightenment to other districts.