Managing inclusive education for children with disabilities in public preschools

Abstract

Inclusive education for disabled children in public preschools currently faces many difficulties and has not achieved the desired goals. The main reason is that the principal’s management of this educational process is still confused because there is no appropriate approach. Therefore, the article builds a theoretical basis for management of inclusive education for disabled children in public preschools to improve management efficiency and improve the quality of inclusive education for disabled children in particular, and quality of education in public preschools in general.