Abstract
ABSTRACTThis study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the ‘core expertise’ of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of organizing data with continual adjustment was used throughout the analysis. Although participants were selective regarding categories of disabilities that they were most and least prepared for, they understood and held strong and positive attitudes towards inclusion. Participants felt professionally ill-prepared to practice inclusion and revealed individual and institutional barriers to its practice. It was found that several strategies, including mainstream teacher training in theory and practice of inclusion, stakeholders' collaborative pooling of resources and infusion of disabilities and socio-cultural issues in ECE curriculum, would optimize inclusion in ECE. The present study serves as a baseline for future research on teacher preparation for inclusion in ECE.
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