The Status and Inspiration of General School Teachers’ Inclusive Education Literacy from an International Comparative Perspective

Abstract

Teachers in general schools with inclusive education literacy are one of the conditions for children with special needs to receive high-quality general education, as well as an essential guarantee for providing an excellent education to the people and building a solid education country. This paper uses data from the Teaching and Learning International Survey (TALIS 2018), use the hierarchical cluster method to investigate the characteristics of teachers’ preparedness status for inclusive literacy in general schools from an international comparative perspective. The findings revealed that the inclusive literacy preparedness of general school teachers worldwide can be classified into three types: younger-highly inclusive literacy teachers, advanced age-medium inclusive literacy teachers, and highly educated-low inclusive literacy teachers. Younger-highly inclusive literacy teachers are characterized by rejuvenation, a high degree of undergraduate education, an emphasis on pre-service education, and an oversupply of professional development activities. Advanced age-medium inclusive literacy teachers are characterized by aging, incomplete pre-service education training, and the most urgent need for teachers’ professional development in information technology. Highly educated-low inclusive literacy teachers are distinguished by highly educated, low levels of pre-service education, and an abundance of professional development opportunities for teachers. School administrators are advised to prioritize ongoing professional development activities for teachers to speed teacher education integration and increase teacher and educational quality.