Leading Inclusive Preschools: An Investigation Into Principals' Attitudes, Perceived Barriers, And Facilitators For The Inclusion Of Children With Special Needs
Keywords:
Inclusive education, ly childhood education, Educational leadershipAbstract
Background: The successful inclusion of children with special needs in early childhood education is a global priority, with institutional leadership identified as a critical factor for implementation. While teacher attitudes are well-documented, the nuanced perspectives of preschool principals—who mediate policy, practice, and culture—remain less explored. This study aims to investigate the attitudes of preschool principals towards inclusion and to identify the primary barriers and facilitators they encounter in practice.
Methods: This study employed a qualitative research design, conducting in-depth, semi-structured interviews with twelve principals from a diverse range of preschool institutions. Data were analyzed using thematic analysis, following the procedural framework established by Braun and Clarke [7], to identify recurrent patterns and themes related to the principals' lived experiences with inclusive education.
Results: The findings revealed a significant dichotomy. Principals universally expressed a strong philosophical commitment to the principles of inclusion, viewing it as a moral imperative. However, this positive attitude was consistently counteracted by significant systemic and practical barriers. Key challenges included inadequate funding and resources, a perceived lack of relevant and continuous professional development for staff [19, 20], and ambiguity in national policies. The principals' proactive leadership in fostering a supportive school culture [2, 11] and engaging in complex relational work with the parent community was identified as the most critical facilitator for overcoming these obstacles.
Conclusion: Preschool principals are willing and philosophically aligned champions of inclusion, but they cannot enact meaningful change in isolation. The findings underscore an urgent need for cohesive support systems that include clear policy guidelines, targeted professional development for leadership, and sufficient resource allocation. Empowering principals is essential to bridge the persistent gap between inclusive policy and its effective implementation in early childhood settings.
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