幼儿教师融合教育实施现况及其影响因素研究

The Implementation Status and Influence Factors of Preschool Teachers'Inclusive Education

本研究采用问卷调查法对774名幼儿教师实施学前融合教育情况进行调查,结果发现幼儿教师实施学前融合教育的总体水平处于中等以上,其中接纳关怀得分最高,其次为获取支持,课程与教学得分最低;幼儿教师的教龄、特教背景、融合教育经验、融合班级特殊幼儿数量、融合时间资源教师介入以及特殊幼儿障碍程度对幼儿教师实施融合教育具有预测作用;教龄在10年以下的、特教专业毕业或受过特教培训、具有教导特殊幼儿经验的幼儿教师实施融合教育质量更高,轻度和中度的特殊幼儿融合教育质量比重度的特殊幼儿更佳;特殊幼儿数量较少的、少许融合、完全融合和大部分融合的以及班级有特教老师介入的融合班级,其实施融合教育更佳。为促进幼儿教师实施融合教育,不仅需要提高幼儿教师的融合教育素养、还需改善融合班级的结构,为幼儿教师提供专业支持。

This study used a questionnaire survey method to investigate the situation of preschool inclusive education conducted by 387 teachers.We found that the preschool teachers'overall level of implementation of inclusive education is above the moderate level,of which the score of the dimension of acceptation and care is highest,followed by the dimension of support system,the score of the dimension of education and teaching is the lowest.The preschool teachers'teaching age,the special education background,the inclusive education experience,the number of special children in the inclusive class,the time of inclusion,the intervention of resource teachers and the degree of special children's disability have a predictive effect on the implementation of the inclusive education for preschool teachers.The preschool teachers,whose teaching age below 10 years,receiving special professional training or graduated from special education,with experience of teaching special children,can implement higher quality of inclusive education.The quality of inclusive education for the special children with mild and moderate is better than the severe special children.The quality of inclusive education of inclusive class,which have a small number of special children,a little inclusion,full inclusion and most time of inclusion and have special education teacher in class,is better.In order to promote preschool teachers to implement inclusive education,it is necessary not only to improve the quality of preschool teachers'inclusive education,to provide support for heavy special children,but also to improve the structure of the inclusive classes.