Impacts of School Climate on Preschool Teachers’Attitudes towards Inclusion of Students with Special Needs in China
Available Online October 2019.
- https://doi.org/10.2991/icedem-19.2019.37How to use a DOI?
- inclusion; preschool teachers; attitudes; perceptions of school climate
- The purpose of the study was to describe the relationship between teachers’ perceptions of school climate and their attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai, China who responded to items regarding their demographic characteristics, perceptions of school climate and attitudes towards inclusion. Results of the study indicate that attitudes of regular preschool teachers towards inclusion are generally positive but mixed with concerns; regular preschool teachers’ perceptions of school climate are positive which indicates favorable environmental conditions to implement inclusion; and more positive teachers’ perceptions of school climate are associated with more positive teachers’ attitudes towards inclusion. The Chinese government and education administration are encouraged to promote the creation of positive school climate as this correlational study suggests that school climate may affect teachers’ attitudes. Implications and suggestions for future study are discussed.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Chao Sun PY - 2019/10 DA - 2019/10 TI - Impacts of School Climate on Preschool Teachers’Attitudes towards Inclusion of Students with Special Needs in China BT - Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019) PB - Atlantis Press SP - 161 EP - 165 SN - 2352-5398 UR - https://doi.org/10.2991/icedem-19.2019.37 DO - https://doi.org/10.2991/icedem-19.2019.37 ID - Sun2019/10 ER -