From Self-Efficacy to Systems Change: Understanding the Challenges Facing Inclusive Preschool Education Initiatives

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Early Learning and Equitable Access: Language, Practice, and Equity

Abstract

The success of inclusive education programs rests on the readiness of a broad range of early childhood education practitioners, including general education teachers, special education teachers, and paraprofessionals. Few studies have examined practitioner definitions of inclusive education, how those definitions influence self-efficacy, and the role of systems change in this work. This study used a grounded theory approach to explore the experiences of practitioners working in one large, diverse district moving toward inclusive preschool programs. Findings show inclusion is more easily described than defined, and the lack of a shared definition, combined with previous experiences with inclusion, influences practitioners' perceptions of implementation readiness. This paper offers recommendations for districts and suggestions for addressing the learning and unlearning needs of practitioners.

Authors

• Kaitlin K. Moran, Saint Joseph's University

• Mary E. Sheppard, Saint Joseph's University

• Cindy Collado, California State University - Sacramento

• Andrea Golloher, San José State University