Teacher Support Research For Children With Special Needs In The Context Of Inclusive Education

In recent years,preschool integrated education has gradually attracted the attention of the state,educators and the public,and the integrated education in the national compulsory stage has extended to both ends of non-compulsory education,and actively developed preschool integrated education.As a supporter and guide of children’s life and activities in kindergarten,preschool teachers play an important role in children’s development,special needs children are significantly different from ordinary children in some aspects,Their development is relatively slow and they need teachers’ support and guidance to integrate into ordinary classes and play with ordinary children in the same environment for learning and activities.The effective support of teachers can maximize the potential of special needs children.However,in practice,children with special needs are only mixed in ordinary classes,and ordinary preschool teachers have insufficient support for children with special needs.This study discusses the current situation of preschool teacher.in Haikou City to support the integration of children with special needs into ordinary classes,puts forward suggestions to improve the support of teachers of children with special needs in H Kindergarten,promotes the professional growth of preschool teachers,and helps children with special needs to be effectively integrated into ordinary classes with teacher support.In this study,three preschool teachers of H Kindergarten in Haikou City were selected as the research objects,and the observation method and interview method were used to comprehensively understand the current situation of teacher support in H Kindergarten,explore the characteristics and existing problems of teacher support for children with special needs in the development of H Kindergarten,trace the causes,and propose improvement strategies.The paper consists of five parts:The first part is the introduction.It mainly includes the reason for topic selection,research significance,literature review,concept definition,research questions,research design,etc.,which lays a foundation for subsequent research and analysis.The second part is the analysis of the current situation.Firstly,the overall analysis of the current situation,and then the teacher support behavior of children with special needs was analyzed according to the dimensions of cognitive support,emotional support and independent support in teacher support,and the current situation of teacher support behavior of children with special needs in H Kindergarten was analyzed in depth.The third part is the analysis of the characteristics and reasons of teacher support for children with special needs in the development of H Kindergarten.The observation of teachers’ support behavior shows that teachers’ emotional support is richer than cognitive support and independent support,which can be traced back to the external support of university resources,H kindergarten leaders and parents,and the resource classrooms established by H Park provide professional support for ordinary teachers,so that ordinary teachers can more systematically and scientifically support children with special needs to integrate into ordinary classes.The fourth part is an analysis of the problems and causes of teacher support for special needs children in H Kindergarten.Ordinary teachers pay less attention to children with special needs,have a single cognitive support method,and have less independent support.The reason is that the concept of integrated preschool education for ordinary teachers still needs to be improved,the continuation and differentiation of ordinary support methods,and the difficulty in forming a diversified linkage mechanism.The fifth part is a recommendation to improve teacher support for children with special needs in H Kindergarten.Positive emotional interaction cycles should be maintained and developed;Carry out integrated education concept training combined with the ecological education concept of H Park;Normal support is blended with special support;Make full use of resource classrooms to form multiple linkages.