Preschool Teacher’s Awareness, Attitudes and Challenges towards Inclusive Early

Childhood Education in Gombe Metropolis

By

Ekpoki Awagboya Henrietta1

ekpokihenrietta@[Link]
08035367785

Mohammed Kudi Dukku2

mohammeddukku@[Link]
08083363344

And

Asabe Comfort Ismaila3

dubukumaconfort@[Link]
08036300884

1, 2 & 3
School of Early Childhood Care and Primary Education
Department of Early Childhood Care and Education (ECCE),
Federal College of Education (Technical), Gombe.

Being a paper presented at International Virtual Conference of the department of

Educational Foundations, Faculty of Education, Uni versity of Nigeria, Nsukka on the
theme: Rebranding Education, Inclusive Policies and Technologies in the 21st Century held
on 30th September, 2021via Zoom Conferencing.
Abstract
Education in early childhood is considered fundamental. Many developing countries reported
having a low level of inclusion rate, and this level is even smaller when it comes to children
with special needs. Moreover, the philosophy of inclusion and best practices for ensuring the
success of inclusive education are not fully understood by preschool teachers. This study
explored how preschool teachers understand inclusive education in a system that is
undergoing transition and faces significant challenges overall. It also described not only what
they know but also how they feel and believe about the process of including children in the
quality educational system, same for all. Another issue was also to found out what are the
challenges teachers face and how do they see the future of inclusive education in early
childhood. Ten experienced preschool teachers from different places in Gombe metropolis
in Gombe State were interviewed using semi-structured in-depth interviews. The results
indicated that teachers have a common understanding of inclusion, but theylack proper skills
and knowledge on adequate teaching methods to work with children with special needs.
However, they see inclusion to be an essential process and an excellent opportunity for all
children. The study recommended for investments and collaboration between all the
involved partners as a key to overcoming present obstacles.
Keywords: inclusion; special needs; preschool education; preschool teachers

Introduction
The term “children with special needs” in this article will be used as a term that includes
all children, students or persons with special educational needs as a result of different linguistic,
cultural, socio- economic diversity, gender, and religious background. This term also includes
children with other developmental disorders of varying nature and degrees, such as mental
retardation, visual impairments, hearing impairment, physical impairments, communication
difficulties, or emotional and behavioural disorders. This situation includes all those who in any
way, have difficult access to educational institutions, in the learning process or their education in
general.
Education in the early years of childhood is important for all children, especially for
children with special needs. This age is the critical period when the brain and intellectual,
physical, emotional, and behavioural processes develop rapidly. According to Grantham-McG,
Cheung, Cueto, Glewwe, Richter & Strupp (2007) brain development is modified by the quality
of the environment. Various scholars have considered education in early childhood to be a
fundamental component in children’s’ development. The most popular theories of child
development, such as those of Piaget, Erikson, or Vygotsky, promote the need for children’s
interaction with the environment, with peers, or with adults (Mooney, 2013). According to
Erikson, preschool children are in the third stage (Initiative vs. Guilt) when their interpersonal
skills also begin to develop, and they are preoccupied with their social world. When they manage
to accomplish goals that are acceptable to their peers, they develop what Erikson calls the sense
of initiative. On the contrary, children develop feelings of guilt. To further elaborate, Erikson
believed that this stage, occurs at “playtime” or preschool age when children learn to imagine,
fantasize and expand on their abilities through active play with others; learn to collaborate with
others, lead the game or follow the leader (Erikson, 1963; Perolli-Shehu, 2019a). Vygotsky states
cognitive development stems from social interactions from guided learning within the zone of
proximal development as children and their partner’s co-construct knowledge. For Vygotsky
(1978), the environment in which children grow up will influence how they think and what they
think. As Perolli- Shehu (2019b) mentioned “Social relationships and interactions, especially
with peers, play a role important in the healthy development of the child, and opportunities for
socialization in early childhood, present a good opportunity for children to gain maturity in the
development of successful relationships and easier transition to formal systems (like schools) and
future interactions” (p22-23). We can assume that children need to interact with their peers to
develop better, and this fact should be even more important to children with special needs.
Therefore, early childhood education and inclusion in preschool institutions is a crucial issue.
The inclusion of children in education (in preschools institutions) around the world has
been considered challenging. Challenges are related to the unclear definition of the concept of
“disability,” insufficient instruments to identify and assess children with special needs.
Moreover, difficulties in creating an inclusive education system that will lead to professionalism,
including professional education and qualified educators, adding the difficulties of different
natures for physical and social accommodation of children with special needs (Sharma, 2015).
Many underdeveloped and developing countries are considered to have a low percentage of
involvement. The issue of inclusion is also challenging in developing countries. It also depends
on the adaptation of the education systems of different countries. Based on data published by
European Commission/EACEA/Eurydice (2019), several countries have targeted measures for
children that may need support education and care, namely children with disabilities/difficulties,
children from migrant backgrounds, and those from regional or ethnic minorities. In this regard,
Croatia, Cyprus, and Albania have developed specific measures facilitating access or
affordability for Roma children.
In Gombe State, according to data on education statistics for 2018/19, there are a total of
222 children with special needs, aged 2 to 6 years, included in regular kindergartens (Ministry of
Education, 2019). While this report purports that the data on students with special needs and the
accuracy of these data is asymmetrical and complex. Not all pupils with special needs in regular
classes have been assessed by professional assessment teams in municipalities or by internal
institutional experts such as psychologists or pedagogues. This year (2020), MOE has approved
instruments for assessing and classifying children with special needs according to their stage of
disability or need, and by these instruments’ children will be advised to the inclusive classrooms
while they will be taught according to the Individual Education Plan.
The inclusion of children with special needs in education worldwide is at a deficient
level. However, inclusive education involves the transformation of the education system
legislation and policy, systems for financing, administration, design, delivery, and monitoring of
education, and the schools are organized. The concept of “inclusion” by different scholars
around the world is defined differently. Numerous definitions of “inclusion” discuss the
complexity that the concept reflects (Lindsay, 2003, 2007), which fosters disputes among
researchers and practitioners (Farrell & Ainscow, 2002). Inclusion is not just a question of the
right to education; it is a multi- dimensional concept.
Inclusion is defined as the process by which exclusion is omitting and marginalizing
(Vitello & Mithaug, 1998), the process of strengthening the capacities of the education system
(UNESCO, 2009), the process of school transformation and the child’s response and focus on
equal access to education (Vislie, 2003) a fundamental right for all children and adults to
participate fully in all aspects of life and culture, a fundamental way of delivering quality
education for all (Savolainen, Engelbrecht, Nel, & Malinen, 2012), an educational approach to
facilitate the learning of all students indiscriminately in the same environment (Salvia,
Ysseldyke, & Witmer, 2017).
The definitions for inclusion in early childhood cannot be different from the definition
generally made for inclusion. Some researchers referring to inclusion in early childhood define
the inclusion as follows:
Odom, Vitztum, Wolery, Lieber, Sandall, Hanson, Beckman, Schwartz, & Eva (2004) defined
inclusion as programs or groups in which children with disabilities and typically developing
children participate. Furthermore, inclusion in the early years and childcare is as much concerned
with the participation of practitioners as with the involvement of children and young people.
Participation implies playing, learning, and working in collaboration with others. It involves
making choices about and having a say in what we do.
The term inclusive education in early childhood in this paper refers to the inclusion of all
children in classrooms or groups regardless of their ethnicity, language, faith, cultural, economic
status, or any other diversity caused by different psychophysical disabilities. This means not only
the physical presence or passive engagement but active participation in all activities within the
group or institution in an equal way like all other children with typical development. As with
other levels of education, the inclusion of children in early childhood is the subject of debate for
over three decades (Biamba, 2016; Rakap & Rakap, 2011) but now this is common practice in
many developing world countries (Lai & Gill, 2013) and on the other hand, this issue remains
even today a challenge for several countries (Voss & Bufkin, 2011).
Concerning the impact of inclusion after the period of preschool (primary, lower
secondary, upper secondary), there is much debate on whether or not inclusive education is
feasible for the implementation. However, researchers report positive effects, some negative
effects and, also some neutral effects (Reich-Limbach, 2015). Whereas, at the level of early
childhood, the conclusions are clearer in favour of the benefits of inclusion concerning higher
levels of education. Above all, no-one should be excluded. Every child has a right to inclusive
education, including children with disabilities (UNICEF, 2017).
The Importance of Inclusion in Early Childhood
Researchers report on the importance and benefits of inclusive education in early
childhood (Rakap & Rakap, 2011). Inclusion is in the best interests of all children and is most
effective enacted as early as possible (Henninger & Grupta, 2014. In an extensive analysis of the
effects of inclusion in early childhood, the researchers, Lawrence et al. (2016) report on the
positive impact on the interactions of children with and without special needs, in different
aspects of child development. Therefore, research shows that children with special needs in
inclusive classrooms demand more engagement (Individual Educational Plan, teacher-assistants
who will help in the classroom/group, more educational materials or concretization means) than
children without special needs than those in segregated classrooms (Odom et al., 2004). Children
with special needs in inclusive classrooms have greater literacy benefits (2012); have more
progress in social skills in inclusive classrooms than in separate classes (Holahan & Costenbader,
2000). Children without disabilities have more positive attitudes toward children with special
needs compared to children who have not met or worked together with children with special
needs (as cited in Lawrence et al., 2016). Generally, research shows that “ … young children
with disabilities benefit from being in inclusive early care and education settings with typically
developing peers. However, the extent of children’s learning and social development is likely to
depend on many features of the environment (e.g. teachers’ use of effective instruction tailored
to the needs of individual children with disabilities; classroom composition, and teacher-child
ratios” (Lawrence et al., 2016, p. 11).
If the question is asked, should children with special needs be included in regular classes
during early childhood? For Henninger and Grupta (2014), the answer is: Yes, but more work is
needed to be fully and successfully included in school life, such as: developing positive social-
emotional skills (including social relationships). Acquiring and using knowledge and skills
(including early language/ communication and early literacy skills and using appropriate
behaviours to meet their own needs.
Grupta and Henninger (2014) also report that children who have multiple interactions
with peers and adults throughout early childhood show a marked improvement across various
areas of development. From this information alone, it seems vitally important for children to be
placed in situations in which they can interact with peers and adults alike. In the conclusion of
their study, they reported that there is no evidence to suggest that inclusion leads to decreased
academic, social, or later life outcomes, children with disabilities benefit from being included in
the general education classroom in both the short and the long term. Therefore, typically
developing children must show benefits while participating in inclusive settings.
Research suggests that the education of children with special needs should be focused on
regular environments/classes because inclusion is consistent with children’s right to education
and less costly than special education or separate schools. However, this cannot happen without
the support of national, local policies, trained staff, accessibility facilitation, flexible teaching
curricula and methods, and other resources (Dimitridiadi, 2015).
To successfully implement inclusive education in early childhood, researchers highlight
the importance of qualitative pre-service and in-service teacher education programs, teachers’
beliefs and positive attitudes (Galović et al., 2014; Kraskaa & Boyle, 2014; Voss & Bufkin,
2011), vocational preparations of teachers because research shows that the impact on teacher
attitudes depends on adequate professional training (Lai & Gill, 2013), useful programs for the
age of early childhood (Rakap & Rakap, 2011), appropriate and flexible curricula, interactive
methods, proper materials, supportive techniques and technologies (Sucuoglu et al., 2014).
Inclusive education at any stage of the child’s development is essential, but even more
important is in the period of early childhood. Hence, in the implementation of inclusive
education various barriers are presented, such as barriers of structural nature, organizational,
institutional, and behavioural, of attitudes, prejudices, and stereotypes, then level of
understanding of policies, practices, and resources. Concerning some of these barriers, Purdue
(2009), concludes that for reduction of the barriers and progress of inclusion in early childhood,
it is important that inclusive environments are developed, policies on inclusion are reviewed,
Teachers and early childhood settings have to be prepared to include and teach all children and it
is important that appropriate recourses that meet children’s rights and needs are assured).
Statement of the Problem
The inclusion of children in education (in preschools institutions) around the world has
been considered challenging. Challenges are related to the unclear definition of the concept of
“disability,” insufficient instruments to identify and assess children with special needs.
Moreover, difficulties in creating an inclusive education system that will lead to professionalism,
including professional education and qualified educators, adding the difficulties of different
natures for physical and social accommodation of children with special needs. Many
underdeveloped and developing countries are considered to have a low percentage of
involvement. The issue of inclusion is also challenging in developing countries. It also depends
on the adaptation of the education systems of different countries. Based on data published by
European Commission/EACEA/Eurydice (2019), several countries have targeted measures for
children that may need support education and care, namely children with disabilities/difficulties,
children from migrant backgrounds, and those from regional or ethnic minorities. In this regard
what is the situation in Nigeria specifically in Gombe Metropolis in Gombe State? What was the
understanding of the preschool teachers on the need for inclusion? How are they prepared to
include children with special needs in their preschool programmes? In the light of these, the
study seek to conduct a survey preschool teacher’s awareness, attitudes and challenges towards
inclusive early childhood education in Gombe metropolis.
Objectives of the Study
The following objectives were achieved during the study:
 1. To find out how preschool teachers understand inclusive education, and how prepared are
they on teaching children with special needs.
2. To investigate the attitudes of preschool teachers toward inclusion during the early years.
3. To explore weather children with special needs develop and learn better in regular
classes/ groups.
4. To investigate on the challenges preschool teachers’ faces in implementing inclusive
education, and how do they see the perspective of inclusive education.
Research Questions
The following research questions guided the study:
1. How do preschool teachers understand inclusive education, and how prepared are they on
teaching children with special needs?
2. What are preschool teachers’ attitudes toward inclusion during the early years?
3. Do they believe that children with special needs develop and learn better in regular
classes/ groups?
4. Which are preschool teachers’ challenges in implementing inclusive education, and how
do they see the perspective of inclusive education?
Methodology
Research design
Survey description was adopted for the study being reported. This was meant to
ascertain the position regarding the setting and maintaining of minimum standards for ECCDE
centres, and establishment of ECCDE sections in public schools and encourage both
community and private efforts in its provisions based on set standards.
Sample and sampling
This study builds on the experiences of 10 preschool teachers working in preschools
institutions and pre-primary classes. Preschool teachers included in this research were
intentionally selected. It means this sample is purposive. Purposive sampling is an informant
based on their ability to elucidate a specific theme, concept, or phenomenon (Robinson, 2014). In
this case, all preschool teachers have significant experience working with children with special
needs, have considerable knowledge in the field of special and inclusive education, and have
formal education in this area as well as other in-service professional development training in the
field of inclusion. All of them have finished NCE study program on preschool education, and
they work with different age groups at kindergarten. They’re working experience varies from one
to thirty years (Table 1).
Table 1. Overview of teacher’ demographic data
Nr Professional Degree Working experience (years) Children age
3 4 years NCE ECE 1,8,17 0 to 3 years old
3 4 years NCE ECE 11, 18, 25 3 to 6 years old
4 4 years NCE ECE 11, 22, 30 5 to 6 years old

Instruments and data collection procedures

In-depth and semi-structured interviews were used as the main instruments in this
research. The interview was developed by the researcher to elicit more comprehensive
information in the process of developing questions, setting up to interview, which lasted thirty
minutes to one hour with each participant (Glesne, 2016). The interview protocol consisted of six
broader questions with 3 to 4 sub- questions related to the aim and research questions. All the
interviews were (1) audio-recorded (2) transcribed word by word and converted into a written
text, (3) coded, and (4) analysed according to the principles of the inductive data-driven
approach (Braun & Clarke, 2006). Research participants are identified with P (Participant 1 −
10).
Data analysis
Data analysis followed the thematic order of the interview guide from the in-depth and
semi-structured interviews. Data coding was performed by the authors. Data were analysed based
on thematic analysis about what participant’s say, why do they say, and what do they want to say
about the specific issue. After the transcription of the interview, the data were read and reread,
and then the categories were identified and conceptualized. Content analysis was done by using
all the text from the transcripts, and the researchers focused on the group of sentences that had
similar and relevant meanings. The data were grouped into five themes, and they were divided
into three sub-themes determined by the research questions and the literature review (see Table
2). Thematic analysis using an indicative coding approach allows the researcher to generate
themes and descriptors (open coding) after analysing interviews as the main text of this study
(Creswell, 2014; Nowell et al., 2017). All the information collected in this study is kept strictly
confidential and ensures the anonymity of participants.
Results
This study aimed at exploring how preschool teachers understand inclusive education in a
system that is undergoing transition and faces significant challenges overall. It also tends to
describe not only what they know but also how they feel and believe about the process of
including children in the quality educational system, same for all. An important issue was also to
find out what are the challenges that teachers face and how do they see the future of inclusion in
early childhood education. The data, driven from the interviews, provide a narrative description
of their knowledge and experience of inclusive preschool practices. The themes were determined
by the research questions and literature review and the frequency of the same issues that the
preschool teachers referred to.
During this process, quotations were adapted from the most relevant information, and the
researcher translated the quoted sentences into English. The following table displays the coded
themes from the content analysis (Table 2).
Table 2. Themes and subthemes from the content analysis
Categories Themes Description
How do teachers – Understanding Based on human rights
understand the process and applying Based in world document (like Human Right
of inclusion (is it Declaration, Children Rights Convent, Salamanca
holistic?) Declaration, etc.)
Bases in Nacional documents (like Special
Education Curriculum Framework, Core Early
Childhood Curriculum, etc.)
Pedagogical As a problematic issue
approaches and Serious difficulties working with children with
professional several impairments/disabilities (autism, Down
preparedness of syndrome, etc.).
teachers to work in an
inclusive classroom Lack of experience and proper information on
(teaching methods, specific working methodologies.
child wellbeing)
Lack of proper previous assessment of children
with special education needs (SEN) by experts.

Not enough information and skills to use

adequate teaching methods.
Lack of concretization means to work with
children with SEN.
Importance and – Attitudes 80% of participants have a positive attitude:
benefits of Very important process (acceptance from children
inclusiveness with typical development)
Children with special needs feel accepted, and
learn to accept others
Opportunities for social and emotional
development for all the children
Feelings of empathy and altruism
Developing tolerance and democracy in other
children in the group
Socializing with other children.
Other children without SEN also benefits
20 % of participants expressed their attitudes that
children with special needs cannot benefit
anything in regular classes/ groups
The changes in children with special needs are
very minimal
Problems and – Challenges and Creating an inclusive culture
challenges teacher are future Working with a large number of children in
being faced perspective inclusive settings
Lack of support for teachers
Lack of adequate teacher training
Provision of professional resources
Lack of cooperation between parents and
institutions
Not appropriate school infrastructure
Lack of financial resources
Possibilities brought Everybody could benefit from an inclusive
from the process of system of education.
inclusion and its future Education for all
perspective (who
benefits what?) Children with special needs can be educated in
regular classrooms and that this process is
possible if there is:
maximum engagement by each factor from the
preschool teachers to the central level (MEST)
support by the family and the whole society
improvisations are eliminated, and local and
international best practices are considered; and
more financial funds are allocated.
Understanding of inclusion and pedagogical approach toward children with special needs
Involved participants in this research, definitions on inclusive education mainly correlate
to the right to the equal inclusion of all the children in education, regardless of their race, gender,
nation, religious affiliation, or other disparities as a result of various physical, mental, emotional
and social disorders. They also believe that being an inclusive school or teacher should not only
involve children in the learning process but also meet the needs of children and not affect their
development. In this way, participants declared that inclusive education is:
… an approach in education that is related to the development and organization of educational
institutions (kindergartens, schools), which implies the inclusion of all children in the learning
process by meeting the needs of children in education and without prejudice to the rights of
development and education. (P-1)
… an aspect that fulfils the right to education for all without distinction. (P-2)
… the right of all children to the process of education following their abilities and needs, without
distinction. (P-5)
Inclusive education means the inclusion of children with special needs in regular educational
institutions. (P-6)
I understand inclusive education as the inclusion of all children with special needs in all regular
schools regardless of race, gender, nation, religion. (P-7)
From the presented definitions, we conclude that although teachers understand inclusive
education at a good level and with good content even comparable with definitions of researchers
in this field, they mainly relate this notion to children’s right to education, which derives from
relevant world documents and local legal and pedagogical documents.
On the other hand, when it comes to pedagogical approaches, for work directly with children
with special needs, then this is concluded as a problematic issue. Preschool teachers report
having severe difficulties in inclusive classes/groups when dealing with children with severe
disorders such as children with Down syndrome, children with autism, or alike.
Thus, some of the research participants express some difficulties, as follows:
I’ve had children with Down syndrome in the group and still do not have the necessary
experience to engage them in inclusive activities actively. (P-9)
I’ve had children with autism in the group, and I had to gradually learn to include them in
inclusive activities. (P-3)
I have lacked the practical component on how to work with children with SEN. This made it
difficult for me to work with them properly and my pedagogical approach was inefficient (P-5)
Statements of this nature show that preschool teachers aren’t well prepared for the methods,
techniques, and pedagogical strategies for working with children with special needs. It turns out
to be a result of the lack of adequate training during the studies (pre-service) and the lack of (in-
service) proper training. It seems that teachers lack professional skills to work with children with
high impairment levels. As mentioned by them in most of the cases, this has to do with Down
syndrome or autism. This becomes more challenging to them when they do not have assistants
support, which happens in most of the schools in Gombe metropolis.
Teachers’ attitudes towards inclusion during the early years
Participants in the research considered the inclusion process as very important and that
most of them have positive attitudes about the benefits of children with special needs, including
also children with typical development. However, there are teachers (two participants) who are
skeptical that they can achieve better in inclusive groups.
In general, preschool teachers in this research consider inclusive education to be an essential
process and strategy for several reasons:
Children feel accepted and learn to accept others. (P-8)
Opportunities for social and emotional development are created (P-10) Feelings of empathy and
altruism develop. (P-9)
New skills and ability to grow. (P-1)
Promoting tolerance and democracy in other children in the group (P-2) Socializing with other
children. (P-3).
Most participants state that there are benefits but also others who indicate that children
with special needs benefit nothing in regular classes or groups. Two of the participants have the
attitude that children with special needs cannot benefit anything in regular classes/groups or the
benefits are too minimal that is not worth being included in regular classes/groups:
Children with special needs cannot benefit anything from inclusive classes/groups. (P-3); From
experience, I find that changes have been very minimal. (P-4).
On the other hand, other participants that expressed in favour of inclusive education highlight
several advantages:
The inclusion is useful not only for children with special needs but inclusive education can
benefit all children regardless of their diversity. They can learn from each other” (P-10).
Children can develop and learn better together. (P-9)
… socialization, development of skills, and mental health progress. (P-6).
However, even those who expressed in favour of inclusive education point out that
achieving these benefits, a considerable number of conditions must be met. Of all the participants
involved in the research, one of them has a firm attitude. She strongly holds that it is impossible
that inclusion can happen, while others who expressed in favour say that several conditions must
be met. Teachers suggested:
Strong institutional support. (P-5), Appropriate physical infrastructure. (P-5; P-6)
Implementation of Individual Plan of Education. (P-4; P-1; P-2, P-9)
Professional preparation of teachers and continuous professional development. (P-2; P-5; P- 6) as
well as the elimination of stigmas and prejudices from teachers, children, parents, and all
community. (P-6)
Participants consider inclusion to be an important issue and that it should be supported in
every respect. In addition to the above suggestions, they consider that support from
professionals/ experts within and outside the institution is needed, supportive teachers or
assistants, and fewer children in the classroom/group would help this process.
Challenges of Transition: From Special Education to Inclusive Education and the Perspective
Literature review shows that applying inclusive education in practice appears to be a
problem in many countries around the world. The participants involved in our research
concluded that in the process of transition from special education to inclusive education and
especially in the process of applying the inclusion in practice, the most varied challenges that
arise could be:
Creating inclusive culture; not appropriate school infrastructure (physical environment,
educational tools, vocational training of preschool teacher, syllabus); not providing the
professional help and resources (psychologist, logopaedic, etc.); not providing enough financial
resources; a large number of children; lack of support for teachers and assistants; difficulties in
designing the individual plan of development; lack of adequate and profiled teacher training;
lack of cooperation between parents and institutions at the central level; unprepared staff for such
a change; lack of family support and the unwillingness of the parents of other children without
special needs;(P1-P10).
 Despite these challenges, participants are optimistic about the prospect of inclusive
education, especially if the primary conditions are met. They suggest that:
Everyone is given an equal opportunity (P-1); there is maximum engagement by each factor from
the preschool teacher to the central level (P-2); children and teachers are supported by the
families and the whole society (P-5); improvisations are eliminated, and local and international
best practices are considered (P-6); and, more financial funds are allocated (P-10);
Teachers believe that inclusive education is a potential story. They stated that children with
special needs can be educated in regular classes and that this process is possible. They can be
educated alongside others. On the contrary, inclusive education cannot have a clear perspective,
then one must go back to the beginning, as one of participant says:
If there is no universal support, this work scares me; I feel powerless and unprofessional” (P- 4).
However, one of the optimistic teachers, said: “We are at the beginning of a full path with
challenges, but this is a necessary path that will empower every individual as an equal in society”
(P-1).
Discussion
The research shows that inclusive education is a complex concept and process. Preschool
teachers understand inclusive education as a right of all children for education that derives from
international documents and domestic laws. The work with children with special needs they
understand as a duty and responsibility, but that is characterized by difficulties of different
natures due to inadequate professional competences and support at an inadequate level. This is
similar even to other research where it is reported that the education of children with special
needs is consistent with children’s right to education and is less costly than the education in
special schools (Dimitriadi, 2015), but that in practice it is not easy to be accomplished.
Similar to a study from Gezer and Aksoy (2019), where inclusive education is considered
an essential process for the development and education of the child, our research shows that
several reasons favour the inclusion of children with special needs and those children can benefit
more. Only one of the participants involved in the study was against inclusion with the view that
children could not achieve anything in inclusive classes/groups. On the other hand, all
participants say that children can learn more together, develop better emotional and social skills,
and they also benefit more in the academic aspect.
But to be realized and succeed, strong institutional support, physical infrastructure,
implementation of the Individual Plan of Education, proper vocational training and continuing
professional development (through in-service training), as well as work in the community to
eliminate stigmas and prejudices are needed. These findings are similar to other research findings
of this nature that reported that quality teacher programs are essential to forming affirmative
convictions and attitudes of teachers (Kraskaa & Boyle, 2014; Lai & Gill, 2013; Voss & Bufkin,
2011). Quality early childhood age programs (Rakap & Rakap, 2011), appropriate and flexible
curricula, interactive methods, proper materials, supportive techniques and technologies (Burns
et al., 2012), more respect, adequate training and transition plan, to be prepared to include and
teach all children.
The inclusion of children in preschools institutions in the worldwide level is reported to
be unsatisfactory, and such a condition is even in Nigeria. Small percentages show the inclusion
of children with special needs, and except this, there is also a lack of correct evidence (statistics).
In recent years, good inclusive policies have been developed at the central level, but there is also
still much to be done in the classroom. Participants involved in the research presents facing
current challenges: creating an inclusive culture, reducing a large number of children in groups,
adapting the physical environment, developing quality programs for the preparation of preschool
teachers and providing continuous professional development, providing experts (psychologist,
pedagogue, logopaedics, etc.) and providing necessary financial resources. These issues were
mentioned as challenges also for other countries (Voss & Bufkin, 2011).
Research has shown that inclusion is feasible; it is good practice in many countries, even though
for more than three decades, it has been and still is a matter of debates (Biamba, 2016; Rakap &
Rakap, 2011).
Conclusion
The research results provided clear answers to the research questions. Through research,
we understand the level of understanding of inclusive education of preschool teachers,
difficulties in their work in the realization of inclusive education, benefits and challenges, and
the rational optimization of the perspective of inclusive education. We can conclude that:
Understanding of inclusive education by preschool teachers is based on everyone’s right to
education guaranteed by international conventions and domestic laws and less based on
empirical arguments. Inclusive education still isn’t understood holistically but mainly as an issue
of child’s rights for equality in education based on national and international references from the
laws and other documents.
Research findings have shown that inclusive education is considered important for the
development and education of the children in early childhood; that from inclusion benefits
children with special needs in many components of their development, such as academic,
emotional, social and even intellectual development. Still, it presents severe difficulties in the
pedagogical approach, especially in working with children with disorders or severe impairments.
Inclusive education needs to meet a range of conditions starting from the need for the continuous
professional development of preschool teachers; quality training programs; flexible education
programs; implementation of the Individual Education Plan; convenient physical and social
environment; availability of teacher assistants; financial resources and strong institutional
support, support from the family itself and the society as a whole. Research findings have also
highlighted many challenges for realization on inclusive education that are related to providing
the above-mentioned conditions. Research also showed the optimism of preschool teachers about
the potential success of inclusive education.
The study emerges a path through nine main components that are crucial on
implementing inclusive education in a society undergoing through social, economic and cultural
changes as well as hole society transition. This model clarifies and suggests a path of inclusive
education journey starting from respecting child rights and equality to all the children, offering
them the same opportunity to be educated in the nearest school of their community up to good
practices of inclusive education.
Inclusive education as a concept and as a strategy asks readiness of involvement of all the
relevant educational factors. Creating an inclusive culture and holistic understanding can’t be
achieved in a short period. This means that cooperation is needed as going through a path
modeled from previous experiences, research, and practices worldwide. The process that is
followed with quality teacher preparation with building strong believes and positive attitudes
toward inclusive education and by supporting and monitoring teachers to implement appropriate
pro- grams, methods, and assessment up to providing good practices and equality in education
for all. Ensuring inclusive education in the stage of early years means laying secure foundations
for the next stages of education.
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