上海市幼教工作者融合教育观念调查

A Survey of Preschool Educators' Ideas about Inclusive Education

本文通过问卷法和访谈法对上海市115名幼教工作者的融合教育观念进行调查。结果表明:1.半融合幼儿园教育者对融合教育持最积极态度,但对特殊幼儿能力的评价低于非融合幼儿园教育者;非融合幼儿园教育者对融合教育的接纳,对特殊幼儿随班就读的评价及对融合教育资源的需求高于全融合幼儿园教育者。2.在不同职务的幼儿教育者中,管理者的融合教育观念最强,保育员对融合教育的理解和接纳,对特殊幼儿随班就读的评价等方面高于教师。研究显示,加强融合教育知识的普及与宣传对进一步发展上海市学前特殊教育至关重要。

The author investigated 115 Shanghai preschool educators about including special children in regular class (inclusive education) through questionnaires and interviews. The results show that educators in semi-inclusive kindergartens hold most positive attitude towards inclusive education but they tend to hold lower opinion about special children than those in special kindergartens while educators in non-inclusive kindergartens are more likely to accept inclusive education and express more urgent need of professional knowledge and skills compared with those in full-inclusive ones. Among educators of different positions, administrators hold the positive perception to inclusion while care-givers are more apt to accept inclusion and more confident to care special children than teachers. The study indicates that knowledge of inclusion is of great importance for further development of preschool special education in Shanghai.