A Review of Research Related to Pre-service Teachers' Attitudes Toward Inclusive Education in China

Abstract

Pre-service teachers' attitudes toward inclusive education are the key to the success of inclusive education and an essential factor in improving the quality of inclusive education. In order to understand the current status of research on pre-service teachers' attitudes toward integrated education in China, the literature analysis method was used to sort out the relevant studies on pre-service teachers' attitudes toward inclusive education in China. Through the results of the literature review, it was found that pre-service teachers' attitudes toward integrated education were generally positive, some teachers had negative attitudes, and some teachers rejected special education students. Factors that influence teachers' attitudes toward inclusive education include the type of student disorder, teachers' knowledge, and experience with children with special needs, among others. The current research suffers from a wide range and lack of depth of research, lack of uniformity, and few actionable responses.Future research suggests that it should be explored by expanding the group of research subjects, strengthening the combination of qualitative and quantitative aspects, enhancing the depth of research, and digging into the essence behind the phenomenon.