PRESCHOOL TEACHERS PERCEPTIONS OF INCLUDING CHILDREN WITH DISABILITIES

Seventy one private-sector preschool teachers from cities ranging in size from 30,000 to 90,000 responded to a questionnaire regarding their attitudes toward inclusion. Results indicated that the more satisfied teachers were with the level of support and training they received regarding inclusion of children with disabilities in their classroom, the more positive attitudes they had toward the concept of inclusion. Results also showed that those who had higher self-perceptions of competency in teaching this population had more positive attitudes toward inclusion. Additionally, feelings of competency were positively correlated with perceived adequacy of support services and on-going training. The specific types of support and training preferred by preschool teachers were also reported. Implications of the results for support and training of preschool teachers in the private-sector were discussed.