Scholarlink

<p>This study examined preschool leaders’ perceptions of inclusive education (IE) and their concerns regarding the enrollment of children with disabilities in regular preschools in China. It also explored the challenges of IE implementation and potential solutions identified by these leaders. Data were collected through interviews with 15 purposively selected preschool leaders from five Chinese provinces and analyzed using a six-step thematic analysis framework. Three primary themes were deductively derived: leaders’ insights into IE and policy perspectives, challenges in implementation, and proposed strategies for improvement. Additionally, subthemes emerged inductively from participants’ responses, offering deeper insights into their lived experiences and the complexities of IE implementation. Participants highlighted significant barriers, including inadequate resources, insufficiently trained staff, and ambiguous policy guidelines, which impeded the effective implementation of IE. To address these challenges, leaders emphasized the need for enhanced professional development, improved resource allocation, and clearer policy frameworks. The study also introduced a conceptual model encapsulating leaders’ perspectives on IE within the framework of inclusive school leadership, underscoring the need for explicit policy guidance to strengthen support systems and enhance IE implementation in preschools.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Building Inclusive Pathways for Children with Disabilities in Chinese Preschools: An Inclusive School Leadership Perspective

  • 期刊论文

  • 发表日期：

    2025年4月10日

查看全文
  • Jahirul Mullick,
  • Yangyue Tang,
  • Tong Lin

摘要

This study examined preschool leaders’ perceptions of inclusive education (IE) and their concerns regarding the enrollment of children with disabilities in regular preschools in China. It also explored the challenges of IE implementation and potential solutions identified by these leaders. Data were collected through interviews with 15 purposively selected preschool leaders from five Chinese provinces and analyzed using a six-step thematic analysis framework. Three primary themes were deductively derived: leaders’ insights into IE and policy perspectives, challenges in implementation, and proposed strategies for improvement. Additionally, subthemes emerged inductively from participants’ responses, offering deeper insights into their lived experiences and the complexities of IE implementation. Participants highlighted significant barriers, including inadequate resources, insufficiently trained staff, and ambiguous policy guidelines, which impeded the effective implementation of IE. To address these challenges, leaders emphasized the need for enhanced professional development, improved resource allocation, and clearer policy frameworks. The study also introduced a conceptual model encapsulating leaders’ perspectives on IE within the framework of inclusive school leadership, underscoring the need for explicit policy guidance to strengthen support systems and enhance IE implementation in preschools.