Does your child's preschool claim to be inclusive? Many Singapore schools do. But a study of 355 preschool teachers in Shanghai suggests that policies alone don't create classrooms where children with different abilities truly belong. Researchers wanted to understand what actually makes inclusive education work in practice—not just in theory.
The finding was striking: teachers' knowledge about inclusive education and their good intentions matter, but they're not the main factor. Instead, what drives real change is something called "self-development"—a structured cycle where teachers set goals for their practice, check their progress, ask colleagues for help, and reflect on what's working.
Knowledge and good intentions aren't enough
Imagine a teacher who has attended training on inclusive education and genuinely believes all children should learn together. That's valuable. But if the teacher never sits down to ask "How did that strategy work with Aisha today?" or "What could I try differently tomorrow?"—the knowledge stays theoretical. The study found that self-development is the strongest driver of inclusive teaching practice. Teachers who regularly reflect and set specific improvement goals are significantly more likely to create classrooms where all children belong.
What inclusive preschools actually look like
For Singapore parents evaluating preschools, this research clarifies what to look for. Genuine inclusive schools protect time for teachers to plan together, arrange coaching where experienced educators support newer teachers, and create systems for teachers to observe each other and discuss what they see. These aren't extras—they're how inclusive education actually happens. One-off training workshops, without ongoing reflection and goal-setting built into the school's culture, don't create lasting change.
Building better inclusive practice
- Ask preschools whether teachers have protected time each week to plan together and reflect on their practice with all learners.
- Enquire if the school has coaching or mentoring systems where experienced teachers help colleagues develop inclusive strategies.
- Look for evidence that teachers observe each other's classrooms and discuss what they notice about how children with different needs are included.