INCLUSIVE EDUCATION IN EARLY CHILDHOOD: TEACHER PERCEPTIONS, PRACTICES, CHALLENGES AND NEEDS

Abstract

In this phenomenological study, we examined the perceptions, classroom practices, and educational needs of preschool teachers regarding inclusive education. We collected the data through face-to-face interviews using a semi-structured interview form. The paricipants were 15 preschool teachers selected by criterion sampling, working in public preschools in the city center of Diyarbakır. We analyzed the data through content analysis. Our findings reveal that preschool teachers possess a general understanding of inclusive education but lack specific knowledge in more detailed domains. They believe that implementation of inclusive education requires consideration of children's individual differences, developmental characteristics, and the cultural diversity. The teachers identified several challenges in implementing inclusive education, including a lack of materials, large class sizes, a limited understanding and support from parents, and their own professional insufficiency and experience. Additionally, they noted deficiencies in the general educational policies on inclusive education. Teachers often seek support from the children’s families or school counseling services to address the challenges they face. They also highlighted the need for practical training on developing and implementing inclusive activities, adapting activities to various characteristics of the children, and actively engaging children with special needs in learning. Based on these findings, we have put forward several recommendations for practice and further research.