Examining Perceptions of Early Childhood Support in Preschool and Kindergarten for Children With Disabilities (Poster 9)

• In Event: Friday Poster Session 4:55
  In Invited Poster Session: 2024 AERA Undergraduate Fellows Research Poster Fair

Abstract

This study investigates the perceptions of early childhood support in preschool and kindergarten classrooms, focusing on their impact on the practices supporting children with disabilities, particularly those of color. Drawing from a conceptual framework that integrates inclusive education and culturally responsive pedagogy, this research examines the role of professional collaboration and staffing within classrooms. Through observations of 24 preschool and kindergarten classrooms and interviews with 23 lead teachers, two primary themes emerge: the significance of collaborative support for inclusive education and the challenges posed by insufficient staffing, particularly for children of color with disabilities. Preliminary findings indicate that while teachers value collaboration with special education professionals, staffing shortages often hinder effective support provision, disproportionately affecting children of color with disabilities. Teachers express frustrations with inadequate staffing and the reliance on external support, which may impede their ability to effectively meet the needs of all students. Additionally, observations reveal instances where children of color with disabilities receive inadequate support, highlighting the intersectionality of race and disability in educational settings. These findings underscore the importance of addressing staffing inadequacies and promoting equitable collaboration to ensure inclusive practices that meet the diverse needs of all students. Moving forward, this research emphasizes the need for targeted interventions to improve professional collaboration and staffing practices in early childhood education, with a focus on supporting children of color with disabilities. By enhancing support structures within classrooms, schools can work towards creating more inclusive environments where all children have the opportunity to thrive.

Author

• Yakob Lemma, University of North Carolina - Chapel Hill