Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice

Abstract

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.