Teachers’ perception of inclusive education in government pre-primary settings

Abstract

This qualitative study explores teachers' perceptions of inclusive education within government pre-primary settings. It aims to examine the level of understanding and attitudes of teachers towards inclusive education practices and the strategies they employ to support diverse learners. The study highlights the challenges teachers face in implementing inclusive teaching methods and their experiences in creating enabling environments for all children, including those with special needs. By analyzing teacher perceptions and classroom practices, the research identifies existing gaps in knowledge, attitudes, and resource availability, which hinder the effective implementation of inclusive education. The findings provide valuable insights into the extent to which inclusive practices are integrated into pre-primary classrooms and underscore the importance of capacity-building initiatives and policy adjustments. These results can guide teachers, policymakers, and administrators in fostering a positive approach to inclusive education in government-run pre-primary schools, ultimately ensuring equitable learning opportunities for all children.