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This article focuses on assessing Chinese early childhood teachers' training needs for working with special needs children in regular classrooms in light of China's national policy requiring inclusive practices. The researcher recruited teachers from inclusion pilot kindergartens in Beijing to participate in the study. MANOVA results indicate that teacher perceptions of training needs did not differ in comparing their level of education, years of teaching experience, or class size. Descriptive statistics from the four subscales of the training needs survey data and interviews with special education teachers, principals, and early childhood teachers indicate that the teachers had the greatest need for training in the following areas: behavior management, the process of implementing individualized education plans, inclusion strategies, and communicating with parents and families. Finally the article discusses implications and recommendations for teacher preparation and future research.