Research On Kindergarten Teachers’ Inclusive Accomplishments

Based on the concept of equality and diversity, inclusive education is the ultimate pursuit and goal for many countries in the development of special education. Inclusive preschool education provides high quality, equality education and related services for 0 -6 years old of special children in acceptance and sense of belonging class and school. As the most valuable and most powerful resources, the idea and professional quality of kindergarten teachers will affect the actual effect of early children inclusion. Inclusive preschool education requires the participation and support of kindergarten teachers. Therefore, The study on kindergarten teachers’inclusive accomplishments has positive significance in inclusive education theory research and practice in China. This research mainly focuses on the basic connotation of inclusion accomplishment of kindergarten teachers, the current situation and problems of the development of inclusive kindergarten teachers and how to improve the inclusion accomplishment.This study used literature study, questionnaire and interview to understanding of kindergarten teachers’ attitudes, cognition, needs and problems about the inclusion education. The relevant research at home and abroad has been collected by the literature method.205 questionnaires were delivered in 5 kindergartens which were randomly selected. And we also interviews with kindergarten teachers, managers, and other related professionalsThis study consists of 6 parts. The first part is the introduction, which mainly introduces the origin, concept and design of the study. The second part summarizes basic connotation of inclusion accomplishment of kindergarten teachers. The third part is to reveal the current situation and problems of inclusion education accomplishment of preschool teacher in China. The fourth part analyzes the main reasons for the lack of the inclusion accomplishment of kindergarten teachers in our country. The fifth part introduces the useful experience of the United Kingdom, the United States and China in the implementation of inclusion education and teacher training. The sixth part puts forward some concrete suggestions and countermeasures for the current situation of kindergarten teachers’inclusion accomplishment.The study found that inclusive preschool education is very few in China.Practical exploration is still in the exploratory stage. The vast majority of ordinary kindergarten teachers know little of inclusive education. Inclusive education literacy are to be improved.In the attitude, there is a recognition of high thinking on the problem of low acceptance behavior. Although has a certain professional quality of general education, the preschool teachers lack of knowledge and understanding of the special education. It is a a systematic project to improve inclusion education accomplishment of preschool teachers. This study suggested that one is to improve teachers’ recognition and acceptance of preschool inclusive education; the second is the integration of teacher training into the teacher education system to support their professional development; the three is build a preschool education support system to improve the external support for kindergarten teachers.