Research On Primary School Teachers’ Attitudes Towards Inclusive Education ——Using The Primary Schools Of G District Of Nanning As Examples

As the society at large pays greater attention to equal opportunity for all,inclusive education has become the focal point for schools,teachers,parents and other groups education to promote the balanced development of education for all.Inclusive education is not only recognized,promoted and affirmed in other countries,but also continues to progress in the process of practice,and indeed provides an equal environment and space for the majority of people with disabilities in learning,living,socializing,etc.Its development has accumulated much relevant experience and promising results.In the "Ministry of Education Key Work Plan for Year 2022",it is pointed out that inclusive education should be comprehensively promoted,and the construction of special education resource centers and general school resource classrooms should be further strengthened.However,in the process of implementing inclusive education,schools have encountered problems that need to be resolved urgently,such as ambiguous attitudes of education providers,insufficient teachers’ experience,and unfavorable utilization of classroom resources.The existence of these problems has brought much challenges and stifle the promotion of inclusive education nationwide.In view of the situation,this research uses questionnaires,interviews and other research methods to evaluate the teachers’ attitudes towards inclusive education in primary schools belonging to District G of Nanning City,in order to better understand the underlying causes of their attitude,and thereafter to promote effective strategies for the promotion of inclusive education.From the investigation,it was found that the integrated education in District G of Nanning City is in the preliminary exploration stage,and the current situation is not optimistic.The attitude towards this form of education is far from perfect,coupled with the lack of implementation and integration standards,the requirements for a new implementation standard and its integration with the traditional education methods have to be urgently improved.Amongst the reasons for the slow development of inclusive education is the unsuitability of the examination-oriented and accountability based system in current mainstream educational standard;the functional orientation of resource classrooms is not clearly defined for inclusive education,and its associated low and ineffective utilization rate;the preservice and in-service training of teachers in this aspect are grossly insufficient;the support of professional institutions is sorely lacking;and the general apathy and lack of appreciation in inclusive learning in the educational ecosystem at large.In order to better promote the development of integrated education in primary schools in Nanning,the author believes that the government can play a leading role by establishing clear and sound support policies.The relevant departments should establish an administrative management model to promote the healthy development of integrated education in schools and for the society at large to be cognizant of its importance.In this regard,a supportive environment to foster the inclusive education not just in the family but also through home-school cooperation to enhance it is efficacies.For the professional segment,a proper and systematic teacher training curriculum should be established in order to improve teachers’ attitude and teaching effectiveness towards integrated education.Finally,the society at large should recognize and support the adoption of inclusive education as this will benefit the disadvantaged students,which will in turn benefit the society.In summary,all the different groups related to inclusive education should be linked to form a joint force to promote the development of inclusive education.