Araştırma Makalesi
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Çin'deki Erken Çocuklukta Kaynaştırma Uygulamaları için Eğitim Gereksinimleri

Yıl 2010, Cilt: 2 Sayı: 1, 12 - 30, 01.03.2010
https://doi.org/10.20489/intjecse.107955

Öz

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.

Kaynakça

  • Ali, M., Mustapha, R., & Jelas, Z. (2006). An empirical study on teachers‟ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44.
  • Angelides, P., & Michailidou, A. (2007). Exploring the role of „special units‟ in Cyprus schools: A case study. International Journal of Special Education, 22(2), 86-95.
  • Beijing Disabled People‟s Federation (2008). 关于印发北京市残疾儿童少年康复补助暂行办法实施细则的通知 [Notification regarding financial assistance for rehabilitative services for children and youth with disabilities in Beijing]. Retrieved July 20, 2009, from http://www.elimautism.org/leadbbs/MINI/Default.asp?20-333716-0-0-0-0-0-a- .htm
  • Bailey, D. B., Jr., McWilliam, R. A., Buysse, V., & Wesley, P. W. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13(1), 27-47.
  • Booth, C. L., & Kelly, J. F. (1998). Child-care characteristics of infants with and without special needs: Comparisons and concerns. Early Childhood Research Quarterly, 13, 603-621.
  • Brennan, E. M., Caplan, E., Ama, S., & Warfield, O. (2001). Child care: Inclusion as enrichment. Focal Point, 15(2), 46-50.
  • Buysse, V., Wesley, P. W., & Keyes, L. (1998). Implementing early childhood inclusion: Barriers and support factors. Early Childhood Research Quarterly, 13(1), 169-184.
  • Dart, G. (2007). Provision for learners with special educational needs in Botswana: A situational analysis. International Journal of Special Education, 22(2), 56-66.
  • Ellsworth, N. J., & Chung, Z. (2007). Progress and challenges in China's special education development: Observations, reflections, and recommendations. Remedial & Special Education, 28(1), 58-64.
  • Gesell, A., & Amatruda, C. (1974). Developmental diagnosis (2nd ed). New York: Harper & Row.
  • Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
  • Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Brookes Publishing Company.
  • Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223.
  • Hu. B. (2009). Examining the general quality of early childhood education and structural variables in support of early childhood inclusion in Beijing, china. Unpublished Ph. D. Dissertation. University of Central Florida, Florida.
  • Jiao, Y., Tang, J., He, Hu., W, L., An, L. (2004). Investigation and analysis on the status of preschool special education in normal kindergartens of Hebei Province. Chinese Journal of Special Education, 44 (2), 91-94.
  • Johnson, C. P. & Kastner, t. A. (2005). Helping families raise children with special health care needs at home. Pediatrics, 115(2), 507-511.
  • Li, L. (2007). Parent and teachers‟ beliefs about preschool inclusion in P. R. China Unpublished Ph. D Dissertation . The University of North Carolina at Greenboro, North Carolina.
  • Liu, S., & Zeng, F. (2007). Under the same blue sky-Special concerns in special education. Jiao Shi Bo Lian, 38-39.
  • Mulvihill, B. A., Shear, D., & Vanhorn, M. L. (2002). Training, experience, and child care providers‟ perceptions of inclusion. Early Childhood Research Quarterly, 17, 197-215.
  • National Education Committee of the People‟s Republic of China. (1994). 残疾人教育条例 [Educational Guidelines for Persons with Disabilities Bill]. Retrieved October 17, 2008, from http://www.law- lib.com/law/law_view.asp?id=10995
  • National Education Committee of the People‟s Republic of China., & Disabled Person‟s
  • Federation of the People‟s Republic of China. (1996).
  • 残疾儿童少年义务教育“九五”实施方案 [The Ninth Five-Year Plan].
  • Retrieved October 17, 2008, from http://spe-edu.net/Html/tejiaofagui/2771.htm
  • National People‟s Congress. (1990). 中华人民共和国残疾人保障法 [The People‟s Republic of China on Protection of Disabled Person‟s Law]. Retrieved October 7, 2008, from http://www.spe-edu.net/Html/jiaoyufagui/2786.htm
  • National People‟s Congress. (2001). 关于“十五”期间进一步推进特殊教育改革和发展的意见 [The Tenth Five- Year Plan]. Retrieved October 17, 2008, from http://www.zbslx.net/show.aspx?id=76&cid=48
  • National People‟s Congress. (2006).中国残疾人事业十一五发展纲要 [The Eleventh Five-Year Plan]. Retrieved October 17, 2008, from http://www.law- lib.com/law/law_view.asp?id=160570
  • Palsha, S. A., & Wesley, P. W. (1998). Improving quality in early childhood environments through On-Site consultation. Topics in Early Childhood Special Education, 18(4), 243-253.
  • Pretti-Frontczak, K. L., Barr, D. M., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based Instruction: An annotated bibliography, Topics in Early Childhood Special Education, 23(1), 29-40.
  • Slavin, R. (2007). Educational research in an age of accountability. Boston: Allay & Bacon.
  • Sandall, S. R., & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Paul H. Brookes Publishing Co.
  • Smith, T. B., Oliver, M. N., & Innocenti, M. S. (2001). Parenting stress in families of children with disabilities. American Journal of Orthopsychiatry, 71, 257-261.
  • UNECSO (1990). World Conference on Education for All, Jomtien, Thailand, 5–9 March.
  • UNESCO (1994). The Salamanca statement and framework for action on special needs. World
  • Conference on Special Needs Education, Access and Quality. Retrieved March 19, 2009, from http://www.ecdgroup.com/download/gn1ssfai.pdf
  • UNESCO (2000). The Americas—education for all in the Americas: regional framework of action. Retrieved November 7, 2008, from http://www.unesco.org/education/efa/wef_2000/regional_frameworks/frame_am ericas.shtml
  • Vacca, J. & Feinberg, E. (2000). Rules of engagement: Initiating and sustaining a relationship with families who have mental health disorders. Infants and Young Children, 13, 51-75.
  • Wolery, M., Holcombe-Ligone, A., Brookfield, J., Huffman, K., Schroeder, C., Martin, C. G., et al. (1993). Te extent and nature of preschool mainstreaming: A survey of general early educators. Journal of Special Education, 27, 222-234.
  • Wang, Y. (2008). 全纳教育对幼儿教师素质提出的新挑战 [The new challenge to the quality of early childhood teachers posed by Inclusion]. The Study of Continuing Education (in Chinese), 9, 71-72.
  • Wang, Z. Q., Shen, R. H. (2009). 学前随班就读的困境与思考- 基于某幼儿园个案的描述与分析 [The challenge and discussion of including children with disabilities in regular classrooms-A case study]. Journal of Chongqing Normal University Edition of Social Science, 2, 141-147.
  • Yan, L. (2007). 关于在我国推广学前全纳教育的思考 [A discussion about popularizing early childhood inclusion in China]. Studies in Preschool Education, 07-08(151-152), 46-52.
  • Yan, L. (2008). 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]. Studies in Preschool Education, 5(161), 17-72.
  • Zhang, L. (2006). 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].Early Childhood Education (in Chinese), 1, 7-8.
  • Zhang, Y. (2003) 北京市学前特殊教育的调查与思考 [Observation of special education for preschool children in Beijing]. Chinese Journal of Special Education, 4(40), 57-62.
  • Zhao, L., & Hu, X. (2008). The development of early childhood education in rural China. International Journal of Early Years Education, 28 (20) 197-209.
  • Zhou, N. (2006). 中日幼儿园教师学前融合教育意识比较 [A comparative study on Chinese and Japanese preschool teachers‟ awareness of inclusive education]. Early Childhood Education, 352 (12), 35-37.
  • Zhou, N. L. (2008). 学前融合教育的比较与实证研究 [Comparative and Field Research in Early Childhood Inclusive Education]. East China Normal University Publishing Company: Shanghai, China.
  • Zuo, R. & W, W. (2008). 全纳教育视野下幼儿教师专业素养的缺失与提升 [Deficiency and improvement of preschool teachers‟ professional quality from the perspective of inclusive education]. Chinese Journal of Special Education, 96(6), 8-12.

Training Needs for implementing early childhood inclusion in China

Yıl 2010, Cilt: 2 Sayı: 1, 12 - 30, 01.03.2010
https://doi.org/10.20489/intjecse.107955

Öz

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.

Kaynakça

  • Ali, M., Mustapha, R., & Jelas, Z. (2006). An empirical study on teachers‟ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44.
  • Angelides, P., & Michailidou, A. (2007). Exploring the role of „special units‟ in Cyprus schools: A case study. International Journal of Special Education, 22(2), 86-95.
  • Beijing Disabled People‟s Federation (2008). 关于印发北京市残疾儿童少年康复补助暂行办法实施细则的通知 [Notification regarding financial assistance for rehabilitative services for children and youth with disabilities in Beijing]. Retrieved July 20, 2009, from http://www.elimautism.org/leadbbs/MINI/Default.asp?20-333716-0-0-0-0-0-a- .htm
  • Bailey, D. B., Jr., McWilliam, R. A., Buysse, V., & Wesley, P. W. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13(1), 27-47.
  • Booth, C. L., & Kelly, J. F. (1998). Child-care characteristics of infants with and without special needs: Comparisons and concerns. Early Childhood Research Quarterly, 13, 603-621.
  • Brennan, E. M., Caplan, E., Ama, S., & Warfield, O. (2001). Child care: Inclusion as enrichment. Focal Point, 15(2), 46-50.
  • Buysse, V., Wesley, P. W., & Keyes, L. (1998). Implementing early childhood inclusion: Barriers and support factors. Early Childhood Research Quarterly, 13(1), 169-184.
  • Dart, G. (2007). Provision for learners with special educational needs in Botswana: A situational analysis. International Journal of Special Education, 22(2), 56-66.
  • Ellsworth, N. J., & Chung, Z. (2007). Progress and challenges in China's special education development: Observations, reflections, and recommendations. Remedial & Special Education, 28(1), 58-64.
  • Gesell, A., & Amatruda, C. (1974). Developmental diagnosis (2nd ed). New York: Harper & Row.
  • Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
  • Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Brookes Publishing Company.
  • Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223.
  • Hu. B. (2009). Examining the general quality of early childhood education and structural variables in support of early childhood inclusion in Beijing, china. Unpublished Ph. D. Dissertation. University of Central Florida, Florida.
  • Jiao, Y., Tang, J., He, Hu., W, L., An, L. (2004). Investigation and analysis on the status of preschool special education in normal kindergartens of Hebei Province. Chinese Journal of Special Education, 44 (2), 91-94.
  • Johnson, C. P. & Kastner, t. A. (2005). Helping families raise children with special health care needs at home. Pediatrics, 115(2), 507-511.
  • Li, L. (2007). Parent and teachers‟ beliefs about preschool inclusion in P. R. China Unpublished Ph. D Dissertation . The University of North Carolina at Greenboro, North Carolina.
  • Liu, S., & Zeng, F. (2007). Under the same blue sky-Special concerns in special education. Jiao Shi Bo Lian, 38-39.
  • Mulvihill, B. A., Shear, D., & Vanhorn, M. L. (2002). Training, experience, and child care providers‟ perceptions of inclusion. Early Childhood Research Quarterly, 17, 197-215.
  • National Education Committee of the People‟s Republic of China. (1994). 残疾人教育条例 [Educational Guidelines for Persons with Disabilities Bill]. Retrieved October 17, 2008, from http://www.law- lib.com/law/law_view.asp?id=10995
  • National Education Committee of the People‟s Republic of China., & Disabled Person‟s
  • Federation of the People‟s Republic of China. (1996).
  • 残疾儿童少年义务教育“九五”实施方案 [The Ninth Five-Year Plan].
  • Retrieved October 17, 2008, from http://spe-edu.net/Html/tejiaofagui/2771.htm
  • National People‟s Congress. (1990). 中华人民共和国残疾人保障法 [The People‟s Republic of China on Protection of Disabled Person‟s Law]. Retrieved October 7, 2008, from http://www.spe-edu.net/Html/jiaoyufagui/2786.htm
  • National People‟s Congress. (2001). 关于“十五”期间进一步推进特殊教育改革和发展的意见 [The Tenth Five- Year Plan]. Retrieved October 17, 2008, from http://www.zbslx.net/show.aspx?id=76&cid=48
  • National People‟s Congress. (2006).中国残疾人事业十一五发展纲要 [The Eleventh Five-Year Plan]. Retrieved October 17, 2008, from http://www.law- lib.com/law/law_view.asp?id=160570
  • Palsha, S. A., & Wesley, P. W. (1998). Improving quality in early childhood environments through On-Site consultation. Topics in Early Childhood Special Education, 18(4), 243-253.
  • Pretti-Frontczak, K. L., Barr, D. M., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based Instruction: An annotated bibliography, Topics in Early Childhood Special Education, 23(1), 29-40.
  • Slavin, R. (2007). Educational research in an age of accountability. Boston: Allay & Bacon.
  • Sandall, S. R., & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Paul H. Brookes Publishing Co.
  • Smith, T. B., Oliver, M. N., & Innocenti, M. S. (2001). Parenting stress in families of children with disabilities. American Journal of Orthopsychiatry, 71, 257-261.
  • UNECSO (1990). World Conference on Education for All, Jomtien, Thailand, 5–9 March.
  • UNESCO (1994). The Salamanca statement and framework for action on special needs. World
  • Conference on Special Needs Education, Access and Quality. Retrieved March 19, 2009, from http://www.ecdgroup.com/download/gn1ssfai.pdf
  • UNESCO (2000). The Americas—education for all in the Americas: regional framework of action. Retrieved November 7, 2008, from http://www.unesco.org/education/efa/wef_2000/regional_frameworks/frame_am ericas.shtml
  • Vacca, J. & Feinberg, E. (2000). Rules of engagement: Initiating and sustaining a relationship with families who have mental health disorders. Infants and Young Children, 13, 51-75.
  • Wolery, M., Holcombe-Ligone, A., Brookfield, J., Huffman, K., Schroeder, C., Martin, C. G., et al. (1993). Te extent and nature of preschool mainstreaming: A survey of general early educators. Journal of Special Education, 27, 222-234.
  • Wang, Y. (2008). 全纳教育对幼儿教师素质提出的新挑战 [The new challenge to the quality of early childhood teachers posed by Inclusion]. The Study of Continuing Education (in Chinese), 9, 71-72.
  • Wang, Z. Q., Shen, R. H. (2009). 学前随班就读的困境与思考- 基于某幼儿园个案的描述与分析 [The challenge and discussion of including children with disabilities in regular classrooms-A case study]. Journal of Chongqing Normal University Edition of Social Science, 2, 141-147.
  • Yan, L. (2007). 关于在我国推广学前全纳教育的思考 [A discussion about popularizing early childhood inclusion in China]. Studies in Preschool Education, 07-08(151-152), 46-52.
  • Yan, L. (2008). 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]. Studies in Preschool Education, 5(161), 17-72.
  • Zhang, L. (2006). 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].Early Childhood Education (in Chinese), 1, 7-8.
  • Zhang, Y. (2003) 北京市学前特殊教育的调查与思考 [Observation of special education for preschool children in Beijing]. Chinese Journal of Special Education, 4(40), 57-62.
  • Zhao, L., & Hu, X. (2008). The development of early childhood education in rural China. International Journal of Early Years Education, 28 (20) 197-209.
  • Zhou, N. (2006). 中日幼儿园教师学前融合教育意识比较 [A comparative study on Chinese and Japanese preschool teachers‟ awareness of inclusive education]. Early Childhood Education, 352 (12), 35-37.
  • Zhou, N. L. (2008). 学前融合教育的比较与实证研究 [Comparative and Field Research in Early Childhood Inclusive Education]. East China Normal University Publishing Company: Shanghai, China.
  • Zuo, R. & W, W. (2008). 全纳教育视野下幼儿教师专业素养的缺失与提升 [Deficiency and improvement of preschool teachers‟ professional quality from the perspective of inclusive education]. Chinese Journal of Special Education, 96(6), 8-12.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Kitap Değerlendirmesi
Yazarlar

Bi Ying Hu Bu kişi benim

Yayımlanma Tarihi 1 Mart 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 2 Sayı: 1

Kaynak Göster

APA Hu, B. Y. (2010). Training Needs for implementing early childhood inclusion in China. International Journal of Early Childhood Special Education, 2(1), 12-30. https://doi.org/10.20489/intjecse.107955