The Main Problems And Solutions In The Training Of Inclusive Education Teachers

Inclusive education is one of the forms of educational placement for special students,and it is also a manifestation of the pursuit of educational fairness and respect for human rights.In our country,regular classes are a practical form of inclusive education.The number of special students enrolled in ordinary schools every year accounts for about half of the students in special education schools.In schools in the compulsory education stage,almost every elementary and middle school also has special students with different types of obstacles.There is inclusive education but no professional inclusive education teachers,so that ordinary teachers cannot solve many problems in time when facing special students.Many laws and documents in China have mentioned that special education programs should be opened in normal education colleges,or special education-related courses should be added to the training of ordinary normal students.However,most normal education colleges have neglected the training of teachers in inclusive education.A few colleges and universities have the problem of focusing too much on special education theories in the curriculum content of special education elective courses.The problem of the deviation between the content of teacher education curriculum and the knowledge needs of teachers in regular classes,and the idea that inclusive education curriculum teaching emphasizes theory over practice has adversely affected the development of inclusive education.Whitehead’s procedural principles enlighten us that the content of inclusive education courses must not only have the “what is” of inclusive education,but also the “where” of inclusive education practice.That is,not only the theoretical knowledge related to special education,but also the content to solve practical problems.Whitehead’s principle of correlation holds that relationship determines nature.The particularity of inclusive education teacher training requires teacher students to have certain practice.This requires teachers who implement inclusive education courses to pay attention to the cases in the practice of studying in the classroom,and use rich and open organizational methods to promote teacher students to transform inclusive education knowledge into inclusive education wisdom.The full text is mainly divided into four parts:The first chapter is the introduction.It mainly includes the reasons for the topic selection of this research,a literature review of the two principles of inclusive education teachers and Whitehead,the definition of concepts related to inclusive education,research purposes and significance,research methods,and innovations.The second chapter is the theoretical basis of the research.It mainly discusses the procedural principle and correlation principle in Whitehead’s process philosophy.The third chapter analyzes the main problems existing in the training of teachers in inclusive education in our country.The main problems include: the lack of inclusive education teacher training in most ordinary normal education;the deviation of the inclusive education curriculum and the literacy that ordinary teacher students need to possess;the problem of emphasizing knowledge over practice in the implementation of inclusive education curriculum.The fourth chapter discusses the enlightenment of the two principles of Whitehead’s organic philosophy to the training of teachers in inclusive education in our country.One is that normal colleges and universities should attach importance to the training of teachers in inclusive education in terms of their concepts,and they should focus on the demands of inclusive education teacher training based on the actual needs and document requirements of teacher training in inclusive education;second,normal students The content of the inclusive education curriculum should be "where it is" and combined with the actual needs of ordinary teacher students;third,the implementation of the inclusive education curriculum should adopt a rich and open approach to stimulate the "latent" wisdom of teacher students.