北京幼儿园教师全纳教育观念的调查  

An Investigation of Beijing's Preschool Teachers' Perception on Inclusion

作　　者：严冷[1] 

机构地区：[1]首都师范大学教育科学学院,北京100037

出　　处：《学前教育研究》2008年第5期17-21,共5页Studies in Early Childhood Education

摘　　要：要在我国实施学前全纳教育首先要了解幼儿教师对全纳教育的看法。本研究通过问卷调查发现:北京幼儿教师对全纳教育对特殊及普通儿童的作用认识不足,缺乏全纳教育的经验和能力。此外,他们普遍对幼儿园招收残疾儿童持保守态度,对在自己班级里安排残疾儿童的态度消极,缺乏信心,应采取积极措施提高幼儿教师的全纳教育观念与能力。Inclusion provides an opportunity for children with special needs to learn and play with peers in the Least Restrictive Environment. Before adopting this policy in early childhood education, an investigation of preschool teachers＇ perception must be conducted. This study surveyed 119 teachers in Beijing and found that most teachers have neutral attitude to inclusion and low confidence on their ability to teach in an inclusive setting. Moreover, they are conservative in starting inclusion. Measurses should be taken to improve their relative perception and ability.

关 键 词：学前全纳教育 幼儿教师 全纳教育观念 

分 类 号：G760[文化科学—特殊教育学]