A Survey And Research On The Concept And Attitude Of Preschool Teachers' Integrated Education

From a global perspective,education has undergone a process of ideological transformation from elitism to equal opportunity,and integrated education is concerned with the learning and participation of all children.Based on the values of freedom,equality and diversity in the west,integrated education advocates the philosophy of zero rejection and believes that exceptional children have the right to receive high-quality,non-discriminatory education in the ordinary classrooms that suits their level of development and characteristics.With the quick development of integrated education,China has paid more and more attention to preschool integration education and the number of special children entering ordinary preschool institutions will increase year by year.In February 2019,China issued the Education Modernization 2035 and it clearly proposes to build an open and integrated modern education system,puts forward the basic idea of paying more attention to everyone and integrating development,and follows the law of education and the law of talent growth.Integrated education is the trend of the times.As the main executor of preschool integrated education,ordinaiy preschool teachers'attitudes influence the practical effects of integrated education.Based on the Questionnaire of Educators' Views on Preschool Integrated Education written by Toby Long and translated by Zhou Nianli and the Questionnaire of Preschool Educators' Views and Attitudes on Preschool Integrated Education written by Sun Yumei from Central China Normal University,this study adopts questionnaire method to investigate 334 preschool teachers in five ordinary kindergartens in Shaanxi Province.As a supplement to the survey data,four preschool teachers were interviewed according to a self-made interview outline.Results:(1)In general,72%of preschool teachers are not familiar with the concept of preschool integrated education,and those who have been teaching for 11-15 years and those who have a college degree or less are not familiar with the concept of preschool integrated education.(2)About half(44.31%)of preschool teachers hold a neutral attitude towards the understanding of all kinds of exceptional children,31.85%do not know much about them,and only 23.84%do.Among them,the proportion of children with physical impairment,infirm,speech and language impairment,who have some understanding of the choice is relatively high,and among those who do not know or do not know the choice of multiple disorders is the most.(3)In the investigation on the admission of children with different types of special needs,it is found that the most acceptable children for preschool teachers are children with intellectual retardation(54.49%),children with speech and language impairment(47.90%),and children with extraordinary intelligence(46.71%).The most unacceptable types of exceptional children are those with multiple disorders,emotional and behavioral disorders;Preschool teachers with different education levels expressed their willingness(the sum of their great willingness and comparative willingness)to admit children with special needs into their classes and kindergartens.The samples that are willing to admit exceptional children into their classes or kindergartens are not from the leadership,such as the head of the kindergarten or the director of education,nor from teachers,but more from child-care workers.The proportion of preschool teachers with 11-15 years'teaching experience supporting special children to study in our kindergarten is as high as 84.2%,followed by the proportion of preschool teachers with 6-10 years'teaching experience willing to accept exceptional children to study in our kindergarten is 65%.The proportion of preschool teachers in the lower age group accepting exceptional children to study in this class is significantly higher than that in the higher age group:the proportion of preschool teachers from kindergarten and small class accepting exceptional children to study in kindergarten is higher than 50%.(4)More than half(55%)of preschool teachers are in favor of integrated preschool education.(5)In all the samples,more than 60%of the normal preschool teachers have no self professional knowledge about special education,there is no trained accounted for 85.63%,(6)preschool teachers refused to the reason of special children,according to the selection in proportion to the number of times the total selection,from high to low in the first three order for special education teachers lack of professional knowledge and skills(71.26%),class teachers can't also oive consideration to special children(67.70%),lack of related special education resources(62.28%);(7)For the most urgent problems to be solved by ordinary preschool teachers in preschool integrated education,according to the number of times they choose,they are the professional teacher allocation(93.41%),policy and regulation guarantee(73.65%),and concept problem of ordinary preschool teachers(69.46%).Conclusion:Ordinary preschool teachers lack the understanding of integrated education;Under the influence of educational background,position,teaching age and class,ordinary preschool teachers know little about children with special needs and have no positive attitude to accept them.Ordinary preschool teachers lack relevant training of integrated education,and the current situation of self-study of special education related knowledge is not optimistic;The urgent problems to be solved in the implementation of integrated preschool education are:faculty deficiency,lack of relevant policies and regulations,common preschool teachers' ideas and parents' ideas.Here are the suggestions:First,strengthen the publicity of integrated education concept,improve the social recognition,and emotionally establish the confidence of integrated education of ordinary preschool teachers;Second,strengthen the training of teachers in preschool integrated education,including orientation training of educational normal students and post-service training of in-service teachers;Third,from the four aspects of governent,community,kindergarten and family,build a support system for integrated preschool education,protect the rights and interests of ordinary preschool teachers in integrated education,and promote the effective development of integrated preschool education.