“I Believe in Inclusion, But…”: Regular Education Early Childhood Teachers' Perceptions of Successful Inclusion

Abstract

Abstract The purpose of this qualitative study was to describe regular education early childhood teachers' perceptions of those factors that contributed to or hindered their success in inclusive classrooms. From among the K-3 teachers in one pro-inclusion school district, six teachers (three self-described as successful with inclusion and three as unsuccessful) were randomly selected to participate in a series of four semi-structured interviews about their current experiences with inclusion. Analysis of the interview data indicated a strong shared belief in the fundamental value of inclusion, as well as revealing four themes that affected their perceptions about inclusion. The themes indicated a need for: more adequate and focused training (for both regular and special education personnel), better consideration of classroom load factors (including class size, ratios, and type and severity of special needs), more reliable support (in-class, collaborative, and administrative), and help to find more time to meet the increased planning and collaborative demands of inclusive classrooms. These themes were examined in relation to the participants' perceptions of their classroom success with inclusion. Implications and recommendations for professional development are discussed.