Parental and Educator Attitudes Toward The Implementation of Inclusion in Preschool Education

Abstract

Quality preschool education plays a key role in enriching the early experiences of children, providing opportunities for exploration, learning, and holistic development, as well as for inclusion in the broader community. In the process of including children with developmental disabilities into the regular preschool system, the role of both educators and parents is of utmost importance. It is essential for parents of children with developmental disabilities to be aware of their child’s rights and to effectively exercise those rights. Additionally, it is crucial for parents to recognize their child’s needs in a timely manner and provide appropriate help and support. The interaction between parents, educators, and preschool institutions plays a key role in the inclusion process. Based on this, the subject of the research is the attitudes of parents and educators regarding the application of inclusion in preschool education, with a focus on the conditions for successful inclusion, the role of educators, and the awareness of parents about their children’s rights in relation to inclusion. The aim of the research is to examine the attitudes of educators and parents about the inclusion of children with developmental disabilities in preschool institutions. The research also aims to determine the attitudes regarding the role of educators in inclusive education, parents’ awareness of their children’s rights in relation to inclusion, and the conditions for the successful inclusion of children with developmental disabilities. Data were collected using a survey technique and a questionnaire. The sample included 90 educators and 50 parents of children with developmental disabilities, selected through a purposive sample from a specific area. The general hypothesis of the research is that both educators and parents have a positive attitude toward the application of inclusion in preschool institutions. Specific hypotheses predict differences in attitudes between educators and parents regarding the implementation of inclusion, the role of educators in inclusive education, parents’ awareness of their children’s rights regarding inclusion, and the conditions for successful inclusion. The research results confirmed the general hypothesis that the attitudes of educators and parents are generally positive toward inclusion, but significant differences were found in attitudes about specific aspects, such as the role of educators and the level of parents’ awareness.