Preparing Early Childhood Special Educators for Inclusive Practice

Abstract

The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team members, and 2) focus group interviews with ECSE IPOP planning team members. Data were analyzed using statistical and qualitative methods and interpreted through the Learning to Teach in Community framework. This study provides an understanding of how early childhood inclusion is actualized in practice in one state seeking to systematically increase the inclusive placement options available for preschool age children with disabilities