Inclusion and Mainstreaming Revisited---Again Teaching Experience and Specialist Support: A Survey of Preschool Teachers Employed in Programs Accredited by NAEYC

Abstract

A national mail survey of preschool teachers (N = 500, return rate of 55.2%) employed in programs accredited by the National Association for the Education of Young Children was conducted to gain descriptive information about (a) the teachers' preparation and program organization and (b) their experience with children with disabilities, the IEP process, special educators, and other specialists. Results indicated that more than half of the respondents currently had a child with disabilities in their classroom and had participated in an IEP meeting. The majority of teachers were not certified in early childhood or early childhood special education, and only 25% of them currently worked with a special educator concerning one or more children in their classroom. Implications for practice, personnel preparation, and research are included.

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