Teachers of integrated education are founders of integrated education environment, designers of courses, implementers of teaching, organizers of communication and cooperation, and research learners. Social culture is the soil for "shaping" the role of integrated education teachers. Teacher education is the way to integrate education teachers' "learning Tao", and practice and reflection are the "soul-filling" of the role of integrated education teachers. Teachers of integrated education are the unity of "people-oriented" teachers, "professional" teachers, "practical" teachers and "reflective" teachers.
To do a good job in the practice of integrated education, special education teachers must change their concepts, strategies, contents and evaluations, build the abilities of course speculation, teaching design, environment creation, teaching research, communication and teaching evaluation characterized by integration, and actively be practitioners of integrated education, creators of integrated environment and disseminators of integrated ideas.
Teachers' role consciousness in integrated education not only affects their own development, but also affects the healthy development of integrated children. After a child enters school, the teacher becomes his guide to the new world, so the teacher's position in integrated education is indispensable.
Not to mention the role of teachers in children's integration, children's world is ignorant of many things, and there is no such thing as good or bad. When a special child enters the ordinary class, the original child will definitely find the difference and have doubts, and at this time, the teacher's guidance and explanation are needed. Good guidance is very important.
In the continuous exploration and research, the following problems have been found:
First, professionalize and institutionalize the training of resource teachers to ensure the quality of teachers;
Second, make use of the advantages of teacher development model and local methodology perspective to improve teaching efficiency;
Third, general education and special education go hand in hand, expanding teacher training and training;
Fourth, promote social acceptance and promote the development of inclusive education;
Fifth, establish an interactive platform between resource teachers and teachers in regular classes to provide exchange opportunities;
Sixth, resource classrooms should be popularized so that special children can really benefit.
At the same time, in integrated education, teachers should not only teach, but also understand the learning characteristics of special students, constantly guide them, and provide more examples and help needed for teaching, such as writing texts that students can understand, so that special students can understand the classroom content and participate in the teacher's teaching.