Research On The Status Quo,Problems And Countermeasures Of Inclusive Education Support For Special Children

With the continuous development of integrated education in my country,integrated education for children has gradually entered the public’s field of vision,and more and more scholars have begun to pay attention to and explore the theory and practice of integrated education for children.Relevant research on integrated education for children is of great significance to the optimization of integrated education system,the overall development of special children’s body and mind,the satisfaction of special early childhood education needs,and the improvement of the quality of education and teaching of integrated education for children.This study uses a questionnaire survey method to conduct questionnaires among166 integrated kindergarten teachers and 179 parents of special children enrolled in integrated kindergartens in Nanchong City(Jialing District,Shunqing District,Gaoping District,Peng’an County,Yingshan County)survey.This study investigates the support received by integrated kindergarten and kindergarten teachers and parents of special children in the integrated education of special children to understand the current status of integrated education support for special children in Nanchong,and analyzes the problems existing in integrated education for special children on this basis.,And carry out exploratory factor analysis of the problem,and finally put forward countermeasures and suggestions to improve the status quo of special preschool integrated education support.The survey found that: on the whole,the current status of support for special preschool integrated education in Nanchong is not good.Both teachers and parents believe that the support of kindergartens in integrated education for special children is not good,and the support of teachers and parents is good.Teachers and parents believe that in the process of integrated education,the abilities of special children have made certain progress.The suggestions of teachers and parents for improving the support status of integrated education for young children mainly include strengthening various support for integrated education,advocating home-school co-education,strengthening home-school cooperation,strengthening social publicity,attracting social attention,and promoting the relationship between special children and ordinary children.Communication and other aspects.Teachers are more satisfied with the various supports received in the process of special children’s integrated education,while parents’ satisfaction is low.In addition,the article also discusses the influencing factors of special preschool integrated education in Nanchong City.In summary,it mainly includes the following aspects: First,the absence of education administrative departments,which is mainly manifested in the lack of relevant policies and legal guarantees,insufficient on-the-job training for integrated teachers,and education Insufficient resources and funding.Secondly,kindergartens ignore integrated education,which is mainly manifested in the insufficient attention to integrated education,lack of professional quality training of integrated teachers,lack of assistance and guidance from professional teams,and failure to establish integrated education curriculum system.Then there is the lack of effective teaching strategies by teachers,which is mainly manifested in the large class size,difficulty in taking care of all students,lack of integrated education awareness and professional skills,and difficulties in communicating with parents.Finally,the family lacks correct parenting methods,which are mainly manifested in backward parenting and education concepts,low expectations of integrated education,and lack of professional skills in integrated education.Finally,based on the above investigation and analysis,this study believes that improvements and improvements should be made from the following aspects: First,from the government level: strengthening integrated education policies and legal guarantees,ensuring integrated education resources and funding,and establishing an integrated education evaluation system.Secondly,from the kindergarten level:encourage teachers to learn and communicate with each other,actively promote homeland cooperation,improve the integrated education environment,and improve the kindergarten integrated education curriculum system.Finally,from the social level: give full play to the resource advantages of universities and extensively absorb social forces to promote the smooth development of special preschool integrated education.