The purpose of this study was to examine the perception of the principles of regular kindergartens about inclusive education for disabled preschoolers in an attempt to lay the groundwork for efficient inclusive education. Four research questions were posed: 1. What is the view of kindergarten princi...
The purpose of this study was to examine the perception of the principles of regular kindergartens about inclusive education for disabled preschoolers in an attempt to lay the groundwork for efficient inclusive education. Four research questions were posed: 1. What is the view of kindergarten principals about preconditions for inclusive education? 2. What is the view of kindergarten principals about the necessity of inclusive education? 3. What is the view of kindergarten principals about the expected effect of inclusive education? 4. What improvements do kindergarten principals think should be made to boost inclusive education? The subjects in this study were 116 principles of kindergartens in the cities of Cheongju and Daejeon, north Chungcheong province. A survey was conducted by attending their meeting, and standard deviation were obtained. The findings of the study were as follows: First, in regard to their opinions on preconditions for inclusive education involving grouping, single-age and level-based differentiated classes should be organized to mainstream disabled preschoolers. The success of inclusive education was more reliant on teachers, and they should handle disabled preschoolers in a friendly manner. As to the disability level of disabled young children, they should be able to take care of themselves and communicate with others. Regular teachers who took courses in special education should educate one disabled young child and less than 10 nondisabled preschoolers together. What mattered the most was providing education to nondisabled young children and their parents about inclusive education. Second, as for outlook on the necessity of inclusive education, they believed inclusive education should be provided, whether people were for that or not. Concerning the reason why they approved of inclusive education or not, the consenting party considered it to help improve the social adjustability of disabled young children, and the dissenters cited the insufficient preparation on the side of teachers and difficulties with guidance as the reason. Daycare centers for the disabled were viewed as the best institutions to provide inclusive education. The principles who had ever offered inclusive education and taken courses in that field consented more to inclusive education, but the gap between them and the others wasn't statistically significant. Third, concerning perspective on the expected effect of inclusive education, inclusive education was most widely expected to stir up nondisabled young children's willingness to help and understand their counterparts. Just the smallest number of the principals feared that disabled preschoolers might be rejected by or alienated from nondisabled ones. The principals expected inclusive education to have a good effect on nondisabled young children, whereas they didn't expect it to be effective a lot for disabled ones. They prized the effect of inclusive education by giving a mean of 3.49 out of possible five points. Fourth, as to opinions about possible reform measures, the principals who received college or higher education didn't think that there was enough backing from the government, and that kindergartens must legally be required to be equipped with special classes. Nondisabled people's negative attitude toward disabled young children was looked upon as the greatest hurdle to inclusive education in regular kindergarten. And the biased or negative way of looking at disabled young children was most widely pointed out as the difficulty with inclusive education. To ensure the efficiency of inclusive education, the government should offer more financial aid and build more educational facilities. Specifically, the government was most urgently asked to be responsible for all the extra spending on inclusive education, and then to provide incentives to teachers.
The purpose of this study was to examine the perception of the principles of regular kindergartens about inclusive education for disabled preschoolers in an attempt to lay the groundwork for efficient inclusive education. Four research questions were posed: 1. What is the view of kindergarten principals about preconditions for inclusive education? 2. What is the view of kindergarten principals about the necessity of inclusive education? 3. What is the view of kindergarten principals about the expected effect of inclusive education? 4. What improvements do kindergarten principals think should be made to boost inclusive education? The subjects in this study were 116 principles of kindergartens in the cities of Cheongju and Daejeon, north Chungcheong province. A survey was conducted by attending their meeting, and standard deviation were obtained. The findings of the study were as follows: First, in regard to their opinions on preconditions for inclusive education involving grouping, single-age and level-based differentiated classes should be organized to mainstream disabled preschoolers. The success of inclusive education was more reliant on teachers, and they should handle disabled preschoolers in a friendly manner. As to the disability level of disabled young children, they should be able to take care of themselves and communicate with others. Regular teachers who took courses in special education should educate one disabled young child and less than 10 nondisabled preschoolers together. What mattered the most was providing education to nondisabled young children and their parents about inclusive education. Second, as for outlook on the necessity of inclusive education, they believed inclusive education should be provided, whether people were for that or not. Concerning the reason why they approved of inclusive education or not, the consenting party considered it to help improve the social adjustability of disabled young children, and the dissenters cited the insufficient preparation on the side of teachers and difficulties with guidance as the reason. Daycare centers for the disabled were viewed as the best institutions to provide inclusive education. The principles who had ever offered inclusive education and taken courses in that field consented more to inclusive education, but the gap between them and the others wasn't statistically significant. Third, concerning perspective on the expected effect of inclusive education, inclusive education was most widely expected to stir up nondisabled young children's willingness to help and understand their counterparts. Just the smallest number of the principals feared that disabled preschoolers might be rejected by or alienated from nondisabled ones. The principals expected inclusive education to have a good effect on nondisabled young children, whereas they didn't expect it to be effective a lot for disabled ones. They prized the effect of inclusive education by giving a mean of 3.49 out of possible five points. Fourth, as to opinions about possible reform measures, the principals who received college or higher education didn't think that there was enough backing from the government, and that kindergartens must legally be required to be equipped with special classes. Nondisabled people's negative attitude toward disabled young children was looked upon as the greatest hurdle to inclusive education in regular kindergarten. And the biased or negative way of looking at disabled young children was most widely pointed out as the difficulty with inclusive education. To ensure the efficiency of inclusive education, the government should offer more financial aid and build more educational facilities. Specifically, the government was most urgently asked to be responsible for all the extra spending on inclusive education, and then to provide incentives to teachers.
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