A Study On The Quality Of Inclusive Classroom Practices And Its Related Factors In Shanghai Preschools

With more and more children with special educational needs(SED)entering general preschools,how to improve the quality of inclusive classroom practices has become an important subject of preschool inclusive education.An objective and comprehensive evaluation of the quality of inclusion not only helps to clarify the current situation,but also provides scientific and reliable empirical support for improving preschool inclusion.There are many preschool inclusion quality assessment scales at home and abroad.Inclusive Classroom Profile(ICP)is designed specifically for children with special educational needs in general preschool inclusive classrooms and it is tested in natural state.The quality of inclusive classroom practices was measured carefully from each subscale.The scale has good intercultural applicability.The Chinese version of ICP was developed through multiple steps such as scale translation,back translation,cultural adjustment and pre-test feedback.The tool was then used to assess 30 inclusive classrooms in 13 general preschools in Shanghai.The purpose of this study was to analyse the validity and reliability of the scale,describe the basic situation and main characteristics of inclusive classroom practices in Shanghai,and explore relevant factors of inclusive classroom practices.The initial results were followed:(1)The Chinese version of ICP had good reliability and validity,sensitivity and specificity.It was a reliable and effective screening tool for evaluating the quality of inclusive classroom practices.(2)The quality of inclusive classroom practices in Shanghai preschools was low,and needed to be improved.(3)The development of inclusive classroom practices in all aspects was not balanced.Physical environment was good and psychological environment was bad.Children with SED had low participation and poor interaction.Preschools had insufficient external support,and their capacity to monitor children with SED needed to be improved.(4)There were significant differences in the place and level of preschool,class size,the age and educational background of teacher,the training of inclusion and teaching experience.The following educational suggestions were put forward to improve the quality of inclusive classroom practices.Teachers should pay more attention to the difference and diversity of children.The content of inclusive education training should be enriched.More supports and resources about inclusive education should be provided for general preschools.