The Inclusion of Children with Special Needs in Early Childhood: Challenges and Dilemmas of Kindergarten Teachers

Aviva Dan

doi:10.4236/ce.2019.105075

Abstract

The philosophy of inclusion is anchored in the law of Israel, from 2002, stating that all children with special needs have the right to be educated in mainstream kindergartens. Some of the children are children that in the past would have been educated in special education facilities. Some of them have not undergonethe process of evaluation and diagnosis. As a result of this policy, kindergarten teachers in the mainstream face a complex reality of trying to teach a group of children with very diverse needs that they may not have had any professional training. This research examines the challenges and dilemmas that face the kindergarten teachers in their daily practices in trying to manage the kindergarten. The literature examines this subject in schools and what is the meaning of such policies from the aspect of school teachers and principles, but not from the aspect of kindergarten teachers.

Highlights

Philosophies regarding the ideas of integration of children with special needs in the educational mainstream have changed dramatically over the last twenty or so years
This research aimed to examine the dilemmas and challenges facing kindergarten teachers, the kindergarten teachers attitudes towards inclusion and the effect of inclusion on feelings of professional self-efficacy
This research was limited in the size of the research population, and the fact that all the kindergarten teachers came from the north of the country

Summary

Introduction

Philosophies regarding the ideas of integration of children with special needs in the educational mainstream have changed dramatically over the last twenty or so years. Integration is thought though to be failing because not all placement decisions are able to provide the specific needs of children with significant disabilities. The idea of integration has been recently replaced by the concept of inclusion. Inclusion demands the adaption of mainstream educational environments to accommodate every child’s needs. The change in the term signifies a difference in the philosophy behind the concept. The idea of inclusion, as described by the NAEYC (The National Association for the Education for Young Children) is defined by “a sense of belonging and membership, positive social relationships and friendships, and development and learning” The idea of inclusion, as described by the NAEYC (The National Association for the Education for Young Children) is defined by “a sense of belonging and membership, positive social relationships and friendships, and development and learning” (DEC/NAEYC, 2009: p. 2)

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