Inclusive Education in Early Childhood: A Qualitative Phenomenological Study of the Successes and Barriers Impacting Successful Early Childhood Inclusive Education

Abstract

Purpose: This qualitative phenomenological study aimed to explore early childhood teacher experiences regarding the successes and barriers of implementing inclusive education with general education and special education students based on the three dimensions of Booth and Ainscow’s (2016) Index for Inclusion. This study sought to identify what preschool teachers perceive to be the greatest barriers to implementing inclusive education and the most effective strategies for overcoming these barriers. Finally, this study sought to identify the preservice and in-service experiences that teachers perceive as most effective in supporting the successful implementation of inclusive education.

Methodology: The study methodology was conducted using semistructured interview questions with 11 teachers who taught in either early childhood education (ECE) or early childhood special education (ECSE). Interview outcomes and an artifact collection and review were used to further analyze how ECE and ECSE teachers described the barriers to inclusive education.

Findings: This study revealed four key findings. First key finding was the primary barrier to the implementation of inclusive practices in early childhood is a lack of familiarity with inclusive practices. Second key finding was the key strategy to the successful implementation of inclusive practices is ownership of all students by teachers and site administration. Third key finding was prospective ECE teachers require preservice preparation in the implementation of inclusive education. Third and fourth key findings were ECE teachers require both preservice preparation and in-service preparation paired with in vivo coaching to successfully implement inclusive education.

Conclusion: Relevant literature review and an analysis of data led to conclusions regarding the barriers to the implementation of inclusive education in early childhood and the strategies to successfully overcome these barriers. This study also identified implications for ECE preservice preparation and in-service professional development that support inclusive education.

Recommendations: An analysis of the findings of this study revealed recommendations for future research and implications for action. The recommendations address the need for ECE teachers to be provided with robust preservice preparation and in-service training and coaching to allow them to be familiar with educational strategies for diverse learners and to take ownership of all students in their classrooms.