Teachers’ Attitudes Toward Inclusion: Factors Influencing Classroom Practice

Early childhood teachers may express positive views about inclusive practices but are the practices implemented in their classrooms? This study examined preservice and inservice teachers’ attitudes toward inclusive practices as reflected in the teachers’ behaviors. This qualitative study utilized open-ended initial interviews, observations with follow-up interviews, and observer field notes that were analyzed using content analysis with emergent themes from the different data sources. The results suggest that teachers’ attitudes toward inclusion appear to be influenced by their previous experiences in inclusive classrooms, and that the teachers implemented inclusive practices by involving all children in classroom activities, including those with disabilities. While the teachers did implement inclusive practices, they indicated that appropriate preservice training, support from administrators, and support from resource personnel are important to provide a successful inclusive environment. Implications are discussed for teacher education programs in training preservice professionals to work with children with disabilities and providing appropriate practica experiences in inclusive environments.