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Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study
Elizabeth A Steed1, Phil S Strain2, Alissa Rausch2
1University of Colorado Denver, 1380 Lawrence Street Center, Denver, CO 80217 USA.
Early Childhood Education Journal
|February 27, 2023
Summary
Preschool administrators need more funding and staff to support high-quality inclusion. Their understanding of inclusion varies, impacting how they implement it for all children.
Area of Science:
- Education Policy
- Early Childhood Education
- Special Education
Background:
- Preschool inclusion is a key component of early childhood education.
- Administrator perspectives are crucial for successful implementation but are under-researched.
Purpose of the Study:
- To explore preschool administrators' beliefs about high-quality preschool inclusion.
- To identify the resources administrators believe are necessary for effective preschool inclusion.
Main Methods:
- Qualitative phenomenological study.
- Structured interviews with 23 preschool administrators.
- Thematic analysis of interview data.
Main Results:
- Administrators hold divergent views on inclusion (for all vs. some children).
- Family preferences and logistical factors (placement, funding) influence inclusion approaches.
- Administrators identified a need for increased financial and personnel resources.
Conclusions:
- Administrator beliefs and resource needs are critical for high-quality preschool inclusion.
- Further research and support are needed for administrators in implementing inclusion.
- Addressing administrator perspectives can enhance the effectiveness of preschool inclusion programs.
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