Problems And Countermeasures in The Development of Preschool Integrated Education in China

Abstract

As a research focus and implementation trend in the field of contemporary special education, integrated education has brought new opportunities and challenges for special children and preschool education. At present, integrated education has been popularized in kindergartens all over China. However, due to the lack of understanding of integrated education and special children in kindergartens, preschool teachers, social groups and other groups, the expected results are often unable to be achieved. By reviewing the development process of China's integrated education, reflecting on the educational problems arising therefrom, and combining with other countries' excellent integrated education policies and experience, this study tries to put forward opinions for the development of China's preschool-integrated education. China's preschool-integrated education is faced with the problems of the public's insufficient understanding of special children and integrated education, the lack of special education training for preschool teachers, and the unsatisfactory effect of integrated education. In order to improve the above situation, the quality of preschool-integrated education can be improved by referring to the experience of British and American integrated education, from the following four aspects: building relevant services and facilities in kindergartens, increasing the employment and training of staff with special educational background, establishing more specific evaluation mechanism and strengthening social support.