Concerns of Kindergarten Teachers in Inclusive Education:A Sample Survey and Analysis Based on Kindergarten Teachers in Zhejiang Province
Teachers'concerns about inclusive education are an important factor influencing their successful implementation of it,and understanding these concerns is critical to advancing inclusive education. The article used the Teachers'Concerns About Implementing Inclusive Education Scale to survey 706 general kindergarten teachers in Zhejiang Province. The results show that:the overall level of teachers'concerns is high,and the order of the level of concerns in each dimension is as follows:difficulties in preservation and teaching>acce-ptance and recognition>workload>lack of resources;there is a significant difference in the inclusive education concerns in the six variables of age,academic qualifications,experience in special education,training,confidence,and knowledge of policies and regulations;the teachers'feelings of concerns could be divided into three cate-gories of high-feeling type,general feelings,and low feelings;teachers with high feelings often face burnout and transition difficulties,and lack special education experience and knowledge of policies and regulations. Based on the above research results,it is suggested to strengthen resources and administrative support,enhance social acceptance and psychological support,strengthen skill training and popularization of regulations,optimize work flow and technical support,so as to promote the development of teachers'inclusive education level.
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