Pre-school techers’ perception on inclusion of children with learning disabilities in early childhood education

Abstract

Early childhood education is considered fundamental worldwide. Many developing countries struggle with implementing inclusive approaches in the early years, as preschool teachers lack knowledge on the philosophies and practices of inclusion. This study aimed to explore the perception of preschool teachers towards the inclusion of children with learning disabilities in early childhood education. For this qualitative study, a group of preschool teachers from English medium schools who also cater to children with learning disabilities were interviewed using semi-structured in-depth interviews and group discussions. The research findings indicate that teachers had mixed understanding of inclusion which is affected by their level of knowledge and experience. Results suggest that although a few teachers support inclusion, others believe that it is not considered the most effective education approach. The research further reveals teachers felt needs for proper training in this field. This study recommended that the school administration is required to provide an inclusive friendly environment to support preschool teachers in successfully implementing inclusion. Yet another recommendation suggested by this study is for policies to be reviewed to ensure implementation of inclusion in early childhood education system. Lastly, further research needs to be carried out on a larger scale to see a nationwide perspective.