Integration-related experience and preparedness from the aspect of Hungarian preschool teacher candidates

The aim of this studywas to examine the experience of graduating preschool teacher candidatesrelated to children with special needs, moreover to reveal their attitudes andperceptions of preparedness and competence regarding integration. A survey wasused to collect data from 360 (mean age: 26.09 yrs.) graduating studentsattending 10 Hungarian preschool teacher training institutions. Besidesrevealing the experience and self-perceptions, our purpose was to investigatethe factors influencing the development of attitudes and perceptions ofpreparedness and competence. The hypotheses were justified: the more andpositive experience gained related to children with special needs andintegration lead to more positive attitudes and self-perceptions. Differencesbetween the answers of full-time and part-time students also appeared regardingtheir opinion about their competence in connection with integration. Theparticipants also expressed the need for more practical training related tointegration and inclusion. These results are a key of importance regarding thedevelopment of inclusion related elements of preschool teacher training.