The Impact of Regular Elementary School Teachers' Attitudes on Inclusive Education for Special Needs Children and Improvement Suggestions

Abstract

Inclusive education is a crucial component of contemporary global education and a means to ensure educational equity for all students. In China, inclusive education is still in its nascent stages, with the primary approach being the integration of special needs students into regular elementary school classrooms. This paper uses an elementary school in Hangzhou, Zhejiang Province, as a case study. Through field observations and questionnaire surveys, it explores the current state of inclusive education in Hangzhou's elementary schools, evaluating teachers' and students' attitudes towards inclusive education and integrated classes. It identifies existing problems and challenges and proposes suggestions for improvement.