The Research on plural strategy of early inclusive education for exceptional children Wenjing Zhang, Professor Department of Special Education, Chongqing Normal University, Chongqing, China Introduction MethodDiscussionAbstract References 文献 Background: The plan of Twelve-Five long-term education development in China has already explicitly pointed out that, "Paying attention to prekindergarten education, developing special education. The number of exceptional children needing early educational service is 9 million, which doesn't contain the ones with delay development. A large population as well as the grand territory of China makes the need for and the involvement of early education for exceptional children very huge. Early education for exceptional children, as a whole in China, seems comparatively weak, which also faces the gap of demand and supply. The current early education for exceptional children in China could be improved a lot and begun to run in many schools, this paper explores the relative issues from the angle of plural strategies of early inclusive education for exceptional children. A total of 17 cases accept inclusive education experiment two years in10 public or private kindergartens by action research. The author found some question and get some suggestions, especially the four adjustments of early teaching process. (a)Attitude adjustment : tolerance, respect, communication, cooperation, enthusiasm,sharing. (b)Course survey : make verity adjustment of courses under the concept of inclusive education. (c)Teaching material survey : adjust the contents,structure, performing forms of teaching material under the plan of individualized education. Surveying homework circumstances,resources, evaluation and so on. (d)Class Management Adjustments: empathy, peer collaboration, role-playing and so on. We are able to attain the effective service of early inclusive education through making use of plural strategy of early inclusive education for exceptional children. Results This paper based on a two years’ action research experiment of early integration education for 17 children in kindergartens of Chongqing, forms an operation model from diagnosis - assessment - IEP-implementation of education - establishment of support. The research results was discussed from seven angles. The aim of discussing four problems occurred during the process of early education is to acquire the better effect on early inclusive education. Participants: Seventeen pre-school children and their parents; ten public and private kindergartens, ordinary teachers and their leaders; special educators and volunteers. Procedure: Contact with cases and teachers in kindergartens; interview and evaluation; resource teachers and ordinary teachers training; parents training ; investigation of support models of the inclusive education; curriculum adjustment and establishment for inclusive education. Data Analysis: IEP measured before and after; Environment and ecology measured before and after. Gable, R.A., &Warren, S.F. (1993). Strategies for teaching students with mild to severe mental retardation. UK: Jessica K. Publishers Ltd. Hutinger,P.l., & Johanson,J. (2000). Implementing and maintaining an effective early childhood comprehensive technology system. Topic in Early Childhood Special Education, 20, Jin Zhou.(2000). the exceptional early childhood education. Liaoning Normal University Publishing Co. Junming Fang.(2005). Special pedagogy, People's Education Press. K ． Eilleen Allen &Ilene S. Schwartz (2001).The Exceptional Child Inclusion in Early Childhood Education, 4th Edition, Thomson, Learning Singapore. All Rights reserved. Tianmiao Wang.(2000). Preschool special education curriculum. Ministry of Education, Special Education group,Press. Wenjing Zhang, Jiacheng Xu.(2000).the family education training manual for pre-school children. Chongqing Publishing House. First, establishing more sound laws and regulations of early education for exceptional children. Second, Respecting the participants’ demands and choices of early education for exceptional children. A. The main participants of early education for exceptional children. B. Participants’ demands and choices of early inclusive education(from the point of view of special teachers, exceptional children’s parents, ordinary teachers). Third, forming multiple support patterns of early inclusive education. ModelModel briefThe reason of adopting regular inclusive educationRegular observation children, and put suggestions and models. parents take part in the discuss. Take this support model originally, but it is difficult and strain the following different models. With the regular class + instruction after class Regular to the kindergarten with class measures of individual training and support. Due to the different characteristics, exceptional children are difficult to adapt the kindergarten, strengthen the training of basic ability and daily routine. observation and consultationTeachers give consultation and suggestion. Parents communicate with teachers. Cognitive ability of special children better, they need consulting services. Extracurricular counselingSpecial teachers provide counseling for the children Special teachers are not in kindergarten, parents seek special services. Fourth, training resource teachers and carrying out multi-supporting services. Fifth, Developing common kindergarten teachers’ ability in special education services(Pre-service training and In-service training). Sixth, Supporting the establishment of security system (administrative support, kindergarten support, class support, family support and community support)