Recent Study on the Inclusion of Children with Special Needs in Early Childhood: Challenges and Dilemmas of Kindergarten Teachers

Aim: The aim of this research was to examine the challenges and dilemmas of kindergarten teachers,
the kindergarten teachers attitudes towards inclusion and the effects of inclusion on the feelings of
self-efficacy when faced with the inclusion of children with special needs in a mainsteam kindergarten.
Study Design: This was a qualitative research using in depth interviews.
Results: The results showed that most of the kindergarten teachers had a very positive attitude to
inclusion but felt that they did not have enough tools, knowledge or skills in to be able to teach children
with special needs. As a result their feelings of self efficacy were effected.
Conclusion: In order for inclusion to be successful it is essential to provide sufficent resources,
training and support systems for the teaching staff. It is essential that all teacher training programms
provide adequate pre-service training in this subject, especially considering that in this era inclusion is
considred the best practice for educational systems and society as a whole. Kindegarten teachers that
feel confident and with a high feeling of self efficacy will be succsesful in undertaking the challenge of
teaching in a diverse kindergarden and as such all the children will benefit, those with special needs
and those who experience being educated with children with special needs.