Pre-Service Teachers’ Perceptions Towards The Inclusion Of Children With Special Educational Needs In Chinese Pre-Schools

Abstract

Inclusive education, an integral facet of contemporary special educational practices, seeks to integrate children with special educational needs (SEN) into mainstream pre-school environments. The success of this approach relies on the perspectives of pre-service teachers, who are trained to become the prospective teachers responsible for addressing diverse learning needs in inclusive classrooms. This study explores the attitudes of 258 pre-service pre-school teachers in China towards inclusive education for children with SEN, utilizing the Teacher Attitudes toward Inclusion Scale (TATIS). The research provides nuanced insights into the viewpoints of these future teachers as they prepare to enter full-time pre-school teaching. The findings reveal a generally positive yet moderately inclined attitude towards inclusive education among the participants. The study underscores the need for enhanced training and support for pre-service teachers in China, with a specific focus on inclusive education. These insights contribute modestly to the ongoing global discourse on pre-school education and offer valuable perspectives to enhance the quality of inclusive pre-school education in China.