AN EXAMINATION OF EARLY CHILDHOOD EDUCATORS' PERSPECTIVES ON THE TYPES AND EXTENT OF SUPPORT REQUIRED FOR THE FULL INCLUSION OF CHILDREN WITH SPECIAL NEEDS
DOI:
https://doi.org/10.48047/cjq01g71Keywords:
Inclusion In Early Childhood Education, Early Childhood Educators, Perspectives of Educators, Comprehensive Education.Abstract
Finding out how preschool educators feel about the kind and amounts of assistance that are most
important for helping kids with special needs adjust to regular classrooms is the driving force
behind this research. A total of 1,608 educators filled out a survey that used a 5-point Likert scale
and a structured questionnaire to collect demographic data and assess the need for assistance.
Using the descriptive statistics and analysis of variance (ANOVA) in SPSS version 25, the
researcher looked at the qualitative and quantitative link between the results of early childhood
inclusion and the demands for assistance. When asked how important it was to have more
resources (such as personnel, funding, and training) to effectively adopt inclusive policies,
educators unanimously agreed.
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