Examining Inclusive Preschool Teachers’ Perspectives and Practices: A Mixed-Methods Investigation

Abstract

Many factors influence the quality of preschool inclusion classrooms. A total of 35 inclusive preschool teachers across a variety of organizational contexts completed a questionnaire containing open-ended and closed-ended questions to understand their beliefs (i.e., self-efficacy, attitudes, and concerns) regarding inclusion. In addition, trained inclusive classroom profile (ICP) users observed the inclusive classrooms to collect ratings of inclusive quality. The purpose of this convergent mixed-methods study is to share teachers’ beliefs and observed practices to advance the field’s knowledge of preschool inclusion implementation. Results showed that teachers perceived a high level of self-efficacy toward including children with disabilities and positive attitudes toward the benefits of inclusion yet expressed the need for training and support. Observations of inclusive practices using the ICP revealed that the mean inclusive quality item scores ranged from minimal to good. Based on the results, implications for research and practice are discussed.

Keywords

preschool inclusion classroom-based services

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