Abstract
Access to high-quality early education promotes the academic success of children with disabilities; however, they are often overlooked in mainstream programs that lack essential support services. This study aimed to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by the preschool personnel. Preschool personnel (n= 107) working with children (3–6 years old) in the municipality of Tirana, in Albania, completed the survey. The obstacles to supporting children with disabilities were identified as lack of knowledge, supportive techniques, specific working tools, suitable facilities, and support staff, insufficient cooperation with parents, and inadequate educational programs for children with disabilities. The contextual factors and practical implications of the study, as well as future directions for research, are discussed in this article.
Highlights
Childhood is considered a critical period of growth and development that can influence outcomes throughout an individual’s life (World Health Organization, 2007)
The current study aims to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by preschool personnel
The present study investigated the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by preschool personnel
Summary
Childhood is considered a critical period of growth and development that can influence outcomes throughout an individual’s life (World Health Organization, 2007). A crucial factor that is viewed as an important indicator for children’s healthy development is the receipt of early education and participation in high-quality, inclusive preschool programs (Melhuish, 2011; Duncan and Magnuson, 2013). Inclusion is promoted internationally by both legislative mandate and societal values (Odom et al, 2003; Frankel and Gold, 2007). It is a practice in which early childhood educators are encouraged to create new opportunities for children with
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