Çin'deki Erken Çocuklukta Kaynaştırma Uygulamaları için Eğitim Gereksinimleri

Abstract

Bu makale, Çin'in ulusal politikasının gerektirdiği kaynaştırma uygulamaları ışığında özel gereksinimli çocuklarla normal sınıflarda çalışmakta olan Çinli erken çocukluk öğretmenlerinin eğitim ihtiyaçlarına odaklanmaktadır. Araştırmacı, çalışmayı Bejing'deki pilot kaynaştırma okulöncesi okullarındaki öğretmenlerle gerçekleştirmiştir. MANOVA sonuçları, öğretmenlerin eğitim ihtiyaçlarıyla ilgili görüşlerinin eğitim seviyelerine, öğretmenlik deneyim yıllarına ya da sınıftaki öğrenci sayısına göre farklılık göstermediğini belirtmektedir. Eğitim ihtiyacı anket verilerinin dört alt boyutunun betimsel istatistiklerine ve özel eğitim öğretmenleri, müdürler ve erken çocukluk öğretmenleriyle yapılan görüşmelere göre öğretmenlerin en çok eğitim ihtiyacı duydukları alanlar şunladır: davranış yönetimi, bireyselleştirilmiş eğitim planlarını uygulama süreçleri, kaynaştırma stratejileri ve ebeveynler ve ailelerle iletişim kurma. Son olarak makale, öğretmen yetiştirme ve gelecek araştırmalar için yansımaları ve önerileri tartışmaktadır.

Keywords

• Eğitim ihtiyaçları, erken çocukluk kaynaştırması, Çin okulöncesi kurumları, yetersizliği olan çocuklar

Training Needs for implementing early childhood inclusion in China

Abstract

This article focuses on assessing Chinese early childhood teachers' training needs for working with special needs children in regular classrooms in light of China's national policy requiring inclusive practices. The researcher recruited teachers from inclusion pilot kindergartens in Beijing to participate in the study. MANOVA results indicate that teacher perceptions of training needs did not differ in comparing their level of education, years of teaching experience, or class size. Descriptive statistics from the four subscales of the training needs survey data and interviews with special education teachers, principals, and early childhood teachers indicate that the teachers had the greatest need for training in the following areas: behavior management, the process of implementing individualized education plans, inclusion strategies, and communicating with parents and families. Finally the article discusses implications and recommendations for teacher preparation and future research.

Keywords

• Training needs
• early childhood inclusion
• Chinese kindergarten
• children with disabilities

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