From Conflict to Coping: Experiences of Early Childhood Teachers on Inclusion

The aim of this study is to investigate the experiences of early childhood teachers on inclusion by specifically focusing on the challenges experienced them and coping strategies they have developed as well. We utilized case study, focusing on single preschool in İstanbul. Data were collected through interviews, observations, and document analysis. Data analysis followed thematic analysis procedures, allowing for the identification of key themes related to teachers' challenges and perceived coping strategies regarding inclusive education. The findings revealed significant challenges faced by early childhood teachers, particularly in areas such as parental involvement and classroom management. Teachers expressed difficulties in communicating with families and managing classroom dynamics effectively, specifically upon the entry of children with special needs. However, perceived coping strategies were identified, highlighting teacher’s adaptation process of activities and specific teaching strategies. The themes extracted from the data provide valuable insights into the current state of inclusive education in Türkiye's early childhood settings. This research contributes to the existing literature by shedding light on the complexities of inclusive practices and the need for further support and training for educators in promoting inclusive environments for all children.