“It’s still Possible” – Teachers’ Voice Towards Inclusive Preschool Education in Maldives

Abstract

Inclusive education is a fundamental worldwide reform envisioned to include children with diverse abilities in the classroom. Maldives is in its emerging phase of inclusive preschool education. Lack of teachers’ competency, training and support system was reported as common challenges faced in inclusive education. This study explored the experiences of five regular teachers in five different inclusive preschool settings in Male’. Qualitative research design using semi-structured interviews was employed to explore the teachers’ teaching experiences along with series of issues associated in their journey of inclusive classrooms. Findings revealed teachers’ belief in inclusion as the positive teaching experiences of being grateful and hopeful amidst challenges faced. Teachers’ negative experiences are reported as feeling lost and disappointed with the lack of support over mixed disabilities of children in large classrooms. These findings revealed underpinning the policies and support required from stakeholders at all levels which have influenced the sustainability of inclusive preschool education. To overcome these challenges, teachers used team teaching, adjusted lessons to build peer support among the children and seek professional support within and beyond school. Teachers’ voices on inclusive classrooms in preschools have contributed recommendations for the school level and policymakers in modeling up the sustainable inclusive preschool education. It is recommended that funding to be allocated for in-service teachers’ training besides developing resources to provide better learning opportunities for children with disabilities. All stakeholders, teachers, parents and government should collaborate to foster positive attitudes and acceptance for all children to keep striving for a sustainable inclusive preschool education.