Kindergarten Inclusive Education:the Demands Of The Stakeholders

Implementation of pre-school inclusive education gradually become the trend of education development in the world. National “in the special education promotion plan(2014-2016)”, presented a special education task is to create the conditions for receiving support ordinary kindergartens for children with disabilities; the second part of three-year action plan for pre-school education put forward the pre-made efforts to increase the enrollment of chance for school-age children with disabilities Ordinary kindergartens receive admission for children with disabilities, namely the kindergarten implementation of inclusive education become a common task of the special education and preschool education.This study attempts to migrated the stakeholder to kindergarten, uses the questionnaire survey and depth interview method to understand kindergarten inclusive education target achieved has directly effects of preschool teachers, kindergarten Director, General children, General children parents and special needs children parents on kindergarten inclusive education of demands, according to the survey of the case for children and preschool teachers to get the demands of the various stakeholders, the researcher from the perspective of the stakeholders discusses the necessity and feasibility of kindergarten to carry out the inclusive education.In this paper, the results show that: from kindergarten teachers, the willingness to accept is more optimistic. The greatest positive impact is the concept of individualized practice in inclusive education. The biggest negative impact is can not take into account in terms of teaching, management and curriculum. The main demand is expertise in special education and educational methods, configure special education teachers is the most urgent need. From the point of view of ordinary children, special needs children can be accept. In the teacher’s intervention, ordinary children and special need children’s communication is active. From the perspective of the kindergarten, the special needs children whether can or not into the kindergarten is influence by education concept. It presented many challenge to its management. Configure special education teachers, improve kindergarten’s software and hardware, provide a platform for learning or training.by relevant departments are the main demands. From the view of ordinary parents, some parents can accept special needs children into the class where their children in, but the young children safe and parental conflicts are concrened about. Nursery for young children and their parents as well as children’s mentally prepared to do physical safety and mental health support, and control the number of children with special needs in the classroom, establish communication channels between teachers and parents are the main demands. From the point of view of parents with special needs children, their children into good inclusive kindergarten can accept, but there are many concerns and worries, its main demands are communicate with preschool teachers education thought and education method and provides policy guarantee and in the future for special needs children learning and development platform. On this basis, in terms of national, the preschool teachers, ordinary children, kindergarten, and social for the effective implementation of kindergarten inclusive education are put forward suggestion and recommendations.