A Study On The Participation Of Children With Special Educational Needs In General Kindergartens In The Context Of Integrated Education

Inclusive education has become an important research topic in international education research in the 21st century.It is always thought of as an issue in the field of special education,but inclusive education is clearly beyond the realm of special education.Inclusive education advocates that schools should accept all students equally,meet the educational needs of all students,promote the effective participation of all students,and oppose exclusion.The introduction of inclusive education represents a shift from a focus on a specific group to a focus on overcoming barriers to learning and participation.In China,inclusive education is practiced in the form of placement in a classroom.Class attendance is widely advocated and promoted in China.However,the situation of most children with special educational needs(SEN)in class today is not promising.Due to their physical and mental disabilities,or due to social,family,environmental and self-conditions,children with special educational needs do not actively participate in learning and group activities,and become "invisible" in the classroom.Based on the theoretical perspective of integrated education,this study uses a combination of quantitative and qualitative research to collect and analyze a large amount of data through questionnaires,observations,and interviews to understand the current situation and factors influencing the participation of children with special educational needs in general kindergartens in Hohhot,and to The purpose is to understand the current situation and factors influencing the participation of children with special educational needs in general kindergartens,and to propose targeted suggestions.The thesis consists of three studies: Study 1,a survey study of SEN activity participation in general kindergartens;Study 2,a case study study of SEN activity participation in general kindergartens;and Study 3,an analysis of the factors influencing effective activity participation of SEN children in general kindergartens.The results of the study show that SEN children are commonly found in general kindergartens,and their educational needs vary.However,due to the influence of collectivist ideology,education and teaching are mainly aimed at maintaining routines,and individualized education is generally neglected.Children with special educational needs are implicitly excluded from education,and their participation in activities is "integrated but not integrated".In this regard,an analysis based on Bronfenbrenner’s ecosystem theory perspective reveals that the main factors influencing the effective participation of children with special educational needs are found in the microsystem.These factors include the kindergarten environment,the teachers’ knowledge and skills in inclusive education,the teachers’ and peers’ acceptance of children with special educational needs,and educational support.In addition to explicit influencing factors,there are also implicit influencing factors,such as,the interaction between microsy stems and the penetration of traditional social culture in the macrosy stem in all aspects of education.Therefore,promoting special education requires effective activity participation of young children and improving the quality of inclusive education requires changes starting from the entire kindergarten educational ecosystem,not in a way that changes young children.Specifically,we can promote effective activity participation of young children with special educational needs and improve the quality of preschool integrated education by: inclusive leadership to build an inclusive kindergarten climate;creating teacher ownership to change attitudes;conducting teacher training to improve teachers’ knowledge and ability in integrated education;and promoting ongoing stakeholder participation to provide educational support.