Abstract

The following research represents the attitudes of preschool institutions principals towards the inclusion of children with special needs. Inclusion is highly recommended because it has beneficial effects on social integration and learning outcomes through the placement of children with special needs in regular educational settings with typically developing peers. The principals of the preschool institutions act as a very important driver in determining the policies and procedures that influence the educational experiences of all children within their institutions. This study explores, through qualitative interviews, the attitudes, challenges, and strategies identified by preschool institutions leaders in promoting inclusion for children with special needs. The sample of the study consisted of six preschool institutions principals from Prishtina, Kosovo-three representing public preschool institutions and three from community-based preschool institutions. Semi-structured interviews were conducted and the sessions recorded and transcribed. The transcripts were coded for analysis, and thematic analysis was employed to process the data. By better understanding these attitudes, educators and policymakers can address both the opportunities and challenges posed by inclusive education at this foundational level of early childhood development.

Keywords

References

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