Inclusion in early childhood education programs: improving professional development and training for preschool teachers

The study examined how the field of Early Childhood Education has developed over time. How the history, philosophies and theories of the past have driven current best practices. This study identified the progression of special education and how it currently impacts teachers, students and families. Previous research indicates a critical need to increase early childhood inclusive classrooms to meet the current laws and education requirements of providing a free and appropriate public education for children with special needs. A total of 14 participants agreed to participate in the study. Six teachers began the study with five completing the study. Results revealed that early childhood education teachers believe inclusion can have a positive outcome for all children, however, they perceive this work to be moderately high in difficulty. Teacher responses indicate a need for additional coursework and professional development in the area of inclusion and teaching children with special needs. The study included determining characteristics of a high quality inclusive preschool program and how early childhood teachers view working in inclusive environments, measuring teacher confidence and efficacy. Adult career and professional development models were researched and teachers were surveyed to determine if early childhood educators are likely to pursue training opportunities to enhance their skills or if they considered leaving the field. Lastly, this study identified key components of long term, sustained Adult Professional Development models.