The Current Situation and Grade Differences of Inclusive Education Literacy Among Pre-Service Preschool Teachers

Based on a Questionnaire Survey of Colleges and Universities in Fujian

DOI

10.2991/978-2-38476-553-9_18How to use a DOI?

Keywords

Pre-service early childhood teachers; Inclusive educational literacy; Grade differences; Questionnaire survey; Preschool Education Law

Abstract

For the first time in 2024, the Preschool Education Act legally requires universal kindergartens to admit children with disabilities, and the inclusive education literacy of pre-service teachers becomes a key factor in determining the implementation of the policy. This study, through questionnaire surveys and interviews, aims to understand the current level of inclusive education literacy among pre-service preschool teachers and grade differences to provide evidence for curriculum adjustments in higher education institutions. Using the questionnaire on inclusive Education Literacy of Kindergarten teachers compiled by Wu Yang in 2017, a total of 56 valid samples of junior and senior students majoring in preschool education at Fujian Normal University were conveniently selected for reliability analysis and independent sample t-test. The results showed that the total scale Cronbach α = 0.905, and there was no statistically significant grade difference (p > 0.05). The inclusive education literacy of pre-service preschool teachers was generally above average, and although there was no statistically significant grade difference, the scores of senior students in all dimensions were higher than those of junior students (Cohen’s d = 0.26–0.46). Colleges and universities should enhance systematic inclusive education courses and practical opportunities.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Peiran Zou
PY  - 2026
DA  - 2026/03/25
TI  - The Current Situation and Grade Differences of Inclusive Education Literacy Among Pre-Service Preschool Teachers
BT  - Proceedings of the 2025 4th International Conference on Educational Science and Social Culture (ESSC 2025)
PB  - Atlantis Press
SP  - 162
EP  - 168
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-553-9_18
DO  - 10.2991/978-2-38476-553-9_18
ID  - Zou2026
ER  -