Date of Award

Summer 7-21-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Phil Pendley

Second Advisor

Timothy McCarty

Third Advisor

Zhanna Preston

Abstract

Purpose: The purpose of this study was to investigate the perspectives of special education preschool teachers in California regarding the inclusion of children with disabilities in general education preschool classrooms. Furthermore, the study examined the self-evaluation of these teachers regarding their abilities to support children with disabilities in general education classrooms. Last, the study aimed to identify additional factors that impact the attitudes of teachers towards including children with disabilities in general education preschool classrooms.

Methodology: A mixed methods nonexperimental descriptive, sequential, convergent research design was employed. Data collection tools included surveys (quantitative) and interviews (qualitative). In Phase 1, dependent variables were measured using Likert scales, and independent variables such as demographics were collected via a short questionnaire. In Phase 2 semistructured interviews were conducted. Methodological triangulation was used for data analysis.

Findings: Special education preschool teachers showed moderately positive attitudes towards inclusion, recognizing its social benefits but expressing concerns about full inclusion and current practices. They reported moderate to high confidence in supporting students in general education settings, contingent on available resources and support. No significant relationship between self-efficacy and attitudes was found. Qualitative analysis revealed 13 key factors influencing attitudes and self-efficacy.

Conclusions: The results of this study underscore the multifaceted nature of attitudes and self-efficacy in inclusive education. To improve teaching efficacy and attitudes towards inclusion among special education preschool teachers, the following key actions are necessary: (a) maintain a continuum of placement options and flexible service delivery models and employ an individualized approach to inclusion to ensure that diverse student needs are met; (b) enhance resource availability and support systems, including targeted and ongoing professional development on inclusive practices, collaboration time, lower teacher-student ratio, and highly trained paraprofessionals; (c) increase funding to support effective and meaningful inclusive education; and (d) promote inclusive mindsets and foster a culture of mutual respect and shared philosophies between general and special education staff.

Recommendations: Twelve suggestions for future research are made to further explore these issues. In addition, educational leaders should investigate context-specific mediating variables that affect self-efficacy and attitudes towards inclusion to identify effective strategies for enhancing inclusive education practices.

Download

Share

COinS