Preschool teachers and special education teachers working in inclusive, community -based preschool programs: Perspectives and experiences

As inclusive educational programs for preschool children with disabilities have become more prevalent, teachers and therapists have experienced dramatic shifts in their professional responsibilities. Professionals from the very different disciplines of early childhood education and early childhood special education have been required to work closely together, and the relationships developed between the teachers and therapists can impact the services provided to children with disabilities. The present study investigated how preschool and special education teachers worked together to provide inclusive, community-based educational experiences to preschool children with disabilities. The study utilized qualitative methodology, including interviews, observations, and document reviews, to obtain a deeper understanding of the experiences of participants. Results indicated that participants shared common beliefs regarding inclusive educational experiences for preschool children. Participants believed that preschool inclusion programs promoted social interaction, acceptance of individual differences, challenging experiences for children with disabilities, and increased opportunities for future inclusion. Participants expressed a belief that a child's unique characteristics impact success in a program, and that time and schedule constraints served as a barrier. In contrast to common beliefs regarding inclusion, participants differed in terms of their beliefs and behaviors regarding professional practice, as illustrated by the types of relationships in which participants engaged. Participants engaged in either independent or collaborative relationships. Preference for relationship style was related to their perspectives about professional roles, their goals for children with disabilities, and their sense of responsibility for outcomes. Inclusion in this setting worked differentially based on the types of relationships developed by participants, with collaborative relationships leading to an observed expansion of skills and corresponding changes in the educational environment of children with disabilities. The findings were discussed as they relate to their specific context, and implications for research and practice were examined.