"In Defining Inclusion...": Inclusion Experiences and Beliefs of Early Childhood Teachers Working in Urban Settings

• In Event: Defining Inclusion: International Perspectives

Abstract

Given that inclusion benefits all children, it is important to understand why its implementation varies. Understanding teachers’ views on inclusion may help in identifying ways to improve its implantation and prevent disparities. Although teachers’ inclusion beliefs have been widely explored, the beliefs and experiences of early childhood general and special education teachers in urban settings remain relatively understudied. This study explored the perceptions of inclusion of early childhood educators in urban schools, using a mixed method approach. Analysis of survey data revealed variance in inclusion beliefs between teachers of different ages and/or years of experience. Focus group data provided insight on teachers’ beliefs about the benefits, challenges, and needs of early inclusion in urban settings.

Authors

• Elizabeth Cambray, University of Illinois at Chicago

• Sunyoung Kim, University of Illinois at Chicago

• Jing Wang, University of Illinois at Chicago

• Veronica Youn Kang, University of Illinois at Chicago

• Youn-Jeng Choi, The University of Alabama

• Sarai Coba Rodriguez, University of Illinois at Chicago