Abstract
Leaders of early childhood programs play a critical role in fostering inclusion and ensuring teachers effectively implement inclusive practices to provide meaningful and enriching learning experiences for all children. However, limited research exists on perspectives about inclusion. This study examined the perceptions of early childhood leaders about the inclusion of young children with disabilities. A total of 168 leaders (directors and assistant directors) participated in the study. Findings revealed moderately favorable perceptions of inclusion. Gender, age, administrative role, and community type were found to predict leaders' perceptions, while professional and personal experience did not show significant associations. These results highlight the need for further research and have implications for inclusive practices in early childhood settings.
Published Version
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