What separates an inclusive preschool teacher from one who simply goes through the motions? Researchers in Chongqing, China studied nearly 300 kindergarten teachers to find out. They discovered that true inclusive teaching—where all children feel supported regardless of their abilities—depends on five linked dimensions, not just one or two.
The study focused on teachers working in mainstream kindergartens, examining what skills and qualities allow them to genuinely support children with different learning needs and disabilities alongside their peers.
The five dimensions that build inclusive classrooms
The research identified five interconnected areas where teachers need strength. Inclusive literacy means understanding what inclusive education actually means and why it matters—and this is where teachers performed strongest. Inclusive knowledge involves knowing practical strategies to support children with different abilities. Inclusive motivation means genuinely wanting all children to succeed, not simply following rules because you must.
Teaching adjustment is the ability to adapt lessons and activities so different learners can participate meaningfully. Teachers also performed well here. But the fifth dimension, collaborative influence—working effectively with parents, specialists, and other teachers—was where most teachers struggled. This matters because inclusive education cannot work in isolation; it requires families and professionals working together.
Where most teachers fall short: teamwork with families
While many teachers had good theoretical understanding and classroom teaching skills, fewer were skilled at genuine partnership with families and other professionals. This gap is significant because a child's inclusion depends not just on what happens in the classroom, but on coordinated support across home and school.
Quality training matters more than quantity
A surprising finding: sending teachers to more training hours doesn't automatically improve inclusive teaching. A single 40-hour, well-designed course focused on deep understanding outperformed 100 hours of scattered workshops. The study also found that teachers with direct experience supporting children with disabilities showed stronger overall inclusive competency, suggesting this hands-on experience cannot easily be replaced by theory alone.
What Singapore families can look for in an inclusive preschool
- Ask whether teachers have received focused, quality training in inclusion—not just one-off workshops—and request details on what that training covered.
- Observe whether staff actively invite parent input and explain their approach to supporting different learners, rather than treating families as passive recipients.
- Inquire whether teachers have direct experience or ongoing opportunities to work with children who have different learning needs and disabilities.