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.
References
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Ainscow, M. (2016b). Collaboration as a strategy for promoting equity in education: Possibilities and barriers. Journal of Professional Capital and Community, 1(2), 159–172.
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Amor, A. M., Hagiwara, M. S., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press.
Banks, J. A. (2004). Multicultural Education: Issues and Perspectives. Wiley.
Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education.
Ball, S. J. (2010). New class inequalities in education. International Journal of Sociology and Social Policy, 30(3/4), 155–166.
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. National Association for the Education of Young Children.
Cummins, J. (2001). Bilingual Children's Mother Tongue: Why is it Important for Education? Sprogforum, 19, 15-20.
Chong, P. W., & Graham, L. J. (2017). Discourses, decisions, designs: ‘Special’ education policy-making in New South Wales, Scotland, Finland and Malaysia. Compare: A Journal of Comparative and International Education, 47(4), 598–615.
Cole-Lade, G. M. (2021). Let’s Talk: Examining the Short and Long term Effect of Inclusion Literature on Early Childhood Pre-Service Educators. International Journal of Disability, Development and Education, 68(3), 383-394. https://doi.org/10.1080/1034912X.2019.1684459
Darling-Hammond, L. (2017). Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 40(3), 291-309.
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Dyson, A., Howes, A., & Roberts, B. (2004). What do we really know about inclusive schools? A systematic review of the research evidence. In D. Mitchell (Ed.), Special educational needs and inclusive education: Major themes in education. London: Routledge.
Hopkins, S., Round, P., and Barley, K. (2018). Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork expiriences. Teach. Teach. Theory Pract. 24, 915–930. doi: 10.1080/13540602.2018.1495624
Kerr, K., Dyson, A., & Raffo, C. (2014). Education, disadvantage and place: Making the local matter. Bristol: Policy Press.
Kim, K. M., & Fox, M. H. (2011). A comparative examination of disability anti‐discrimination legislation in the United States and Korea. Disability & Society, 26(3), 269–283.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Low, H. M., Lee, L. W., & Che Ahmad, A. (2018). Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia. International Journal of Inclusive Education, 22(3), 235-251. https://doi.org/10.1080/13603116.2017.1362479
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., and Paes, I. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61.
Messiou, K. (2019). The missing voices: Students as a catalyst for promoting inclusive education. International Journal of Inclusive Education, 23(7/8), 768–781.
Messiou, K., & Ainscow, M. (2020). Inclusive inquiry: Student-teacher dialogue as a means of promoting inclusion in schools. British Journal of Educational Research (In Press).
Meijer, C. J. W., & Watkins, A. (2019). Financing special needs and inclusive education: From salamanca to the present. International Journal of Inclusive Education, 23(7/8), 705–721.
Miles, S. (2002). Family action for inclusion in education. Manchester: Enabling Education Network.
Nehring, J., & Fitzsimons, G. (2011). The professional learning community as subversive activity: Countering the culture of conventional schooling. Professional development in education, 37(4), 513-535.
Pianta, R. C., & Cox, M. J. (1999). The Transition to early childhood education: A Synthesis of Research and Its Implications for Policy and Practice. The National Center for Early Development & Learning.
Przibilla, B., Linderkamp, F., and Krämer, P. (2018). Subjektive definition von lehrkräften zu inklusion - eine explorative studie [Subjective theories of inclusive education - an exploratory study]. Empirische Sonderpädagogik 3, 232–247.
Reeves, P., Ng, S. L., Harris, M., & Phelan, S. K. (2020). The exclusionary effects of inclusion today: (Re)production of disability in inclusive education settings. Disability & Society, 1–26. https://doi.org/10.1080/09687599.2020.1828042
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
Sherlaw, W., Lucas, B., Jourdain, A., & Monaghan, N. (2014). Disabled people, inclusion and policy: Better outcomes through a public health approach? Disability & Society, 29(3), 444–459.
Schuelka, M. J., & Engsig, T. T. (2020). On the question of educational purpose: Complex educational systems analysis for inclusion. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2019.1698062
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Educational leadership, 61(2), 25-25.
Steyn, G.M. (2017). Fostering Teachers’ Professional Development Through Collaboration in Professional Learning Communities. In: Amzat, I., Valdez, N. (eds) Teacher Empowerment Toward Professional Development and Practices. Springer, Singapore. https://doi.org/10.1007/978-981-10-4151-8_16
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392–416. https://doi.org/10.1177/001440290707300401
Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian journal of educational research, 64(2), 270-282.
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self‐efficacy of pre‐service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105. https://doi.org/10.1111/1471-3802.12071
Smead, V. S. (1999). Personal accounts of exceptionality: An untapped resource for child services professionals. Intervention in School and Clinic, 35(2), 79-86. https://doi.org/10.1177/1053451299035002
Ainscow, M. (2016b). Collaboration as a strategy for promoting equity in education: Possibilities and barriers. Journal of Professional Capital and Community, 1(2), 159–172.
Ainscow, M., Chapman, C., & Hadfield, M. (2020). Changing education systems: A research-based approach. London: Routledge.
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43–44), 1–25.
Amor, A. M., Hagiwara, M. S., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press.
Banks, J. A. (2004). Multicultural Education: Issues and Perspectives. Wiley.
Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education.
Ball, S. J. (2010). New class inequalities in education. International Journal of Sociology and Social Policy, 30(3/4), 155–166.
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. National Association for the Education of Young Children.
Cummins, J. (2001). Bilingual Children's Mother Tongue: Why is it Important for Education? Sprogforum, 19, 15-20.
Chong, P. W., & Graham, L. J. (2017). Discourses, decisions, designs: ‘Special’ education policy-making in New South Wales, Scotland, Finland and Malaysia. Compare: A Journal of Comparative and International Education, 47(4), 598–615.
Cole-Lade, G. M. (2021). Let’s Talk: Examining the Short and Long term Effect of Inclusion Literature on Early Childhood Pre-Service Educators. International Journal of Disability, Development and Education, 68(3), 383-394. https://doi.org/10.1080/1034912X.2019.1684459
Darling-Hammond, L. (2017). Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 40(3), 291-309.
DEC/NAEYC. (2009). Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). DEC/NAEYC.
DEC/NAEYC. (2009). Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). DEC/NAEYC.
Dyson, A., Howes, A., & Roberts, B. (2004). What do we really know about inclusive schools? A systematic review of the research evidence. In D. Mitchell (Ed.), Special educational needs and inclusive education: Major themes in education. London: Routledge.
Hopkins, S., Round, P., and Barley, K. (2018). Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork expiriences. Teach. Teach. Theory Pract. 24, 915–930. doi: 10.1080/13540602.2018.1495624
Kerr, K., Dyson, A., & Raffo, C. (2014). Education, disadvantage and place: Making the local matter. Bristol: Policy Press.
Kim, K. M., & Fox, M. H. (2011). A comparative examination of disability anti‐discrimination legislation in the United States and Korea. Disability & Society, 26(3), 269–283.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Low, H. M., Lee, L. W., & Che Ahmad, A. (2018). Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia. International Journal of Inclusive Education, 22(3), 235-251. https://doi.org/10.1080/13603116.2017.1362479
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., and Paes, I. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61.
Messiou, K. (2019). The missing voices: Students as a catalyst for promoting inclusive education. International Journal of Inclusive Education, 23(7/8), 768–781.
Messiou, K., & Ainscow, M. (2020). Inclusive inquiry: Student-teacher dialogue as a means of promoting inclusion in schools. British Journal of Educational Research (In Press).
Meijer, C. J. W., & Watkins, A. (2019). Financing special needs and inclusive education: From salamanca to the present. International Journal of Inclusive Education, 23(7/8), 705–721.
Miles, S. (2002). Family action for inclusion in education. Manchester: Enabling Education Network.
Nehring, J., & Fitzsimons, G. (2011). The professional learning community as subversive activity: Countering the culture of conventional schooling. Professional development in education, 37(4), 513-535.
Pianta, R. C., & Cox, M. J. (1999). The Transition to early childhood education: A Synthesis of Research and Its Implications for Policy and Practice. The National Center for Early Development & Learning.
Przibilla, B., Linderkamp, F., and Krämer, P. (2018). Subjektive definition von lehrkräften zu inklusion - eine explorative studie [Subjective theories of inclusive education - an exploratory study]. Empirische Sonderpädagogik 3, 232–247.
Reeves, P., Ng, S. L., Harris, M., & Phelan, S. K. (2020). The exclusionary effects of inclusion today: (Re)production of disability in inclusive education settings. Disability & Society, 1–26. https://doi.org/10.1080/09687599.2020.1828042
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
Sherlaw, W., Lucas, B., Jourdain, A., & Monaghan, N. (2014). Disabled people, inclusion and policy: Better outcomes through a public health approach? Disability & Society, 29(3), 444–459.
Schuelka, M. J., & Engsig, T. T. (2020). On the question of educational purpose: Complex educational systems analysis for inclusion. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2019.1698062
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Educational leadership, 61(2), 25-25.
Steyn, G.M. (2017). Fostering Teachers’ Professional Development Through Collaboration in Professional Learning Communities. In: Amzat, I., Valdez, N. (eds) Teacher Empowerment Toward Professional Development and Practices. Springer, Singapore. https://doi.org/10.1007/978-981-10-4151-8_16
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392–416. https://doi.org/10.1177/001440290707300401
Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian journal of educational research, 64(2), 270-282.
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self‐efficacy of pre‐service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105. https://doi.org/10.1111/1471-3802.12071
Smead, V. S. (1999). Personal accounts of exceptionality: An untapped resource for child services professionals. Intervention in School and Clinic, 35(2), 79-86. https://doi.org/10.1177/1053451299035002
Published
2023-12-31
How to Cite
YUCUI, Yang; MIN LOW, Hui.
Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice.
Asian Journal of Behavioural Sciences, [S.l.], v. 5, n. 4, p. 19-28, dec. 2023.
ISSN 2710-5865.
Available at: <https://myjms.mohe.gov.my/index.php/ajbs/article/view/25288>. Date accessed: 09 sep. 2024.
Section
Articles
