Urban early childhood teachers' attitudes towards inclusive education

This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were slightly above average, suggesting that teachers overall had a moderately positive attitude towards inclusive education. A hierarchical regression analysis was used to examine potential factors influencing ratings of inclusive education. Results indicated that none of the variables related to personal demographics significantly predicted overall attitude about inclusion. Among variables related to professional background, having had a positive past experience with children with disabilities predicted a positive attitude. The teachers' role within the programme also predicted attitude towards inclusive education, with lead teachers having a more positive attitude than assistant teachers. Implications are discussed for practice as well as for future research. Keywords: early childhood teachersdisabilityinclusioninclusive educationattitudes Acknowledgements We acknowledge the assistance of centre directors, instructors (Sandy Schaefer and Deb Zapalik), and the programme coordinator (Catherine Main), as well as teachers who participated in the study. We also thank Dr Mavis Donahue and Dr Jeanette McCollum for their support and feedback to the completion of the manuscript.