Selected Kindergarten Teachers’ Perspectives and Challenges in Inclusive Education: Basis for Effective Inclusive Educational Management Program

This study captured a realistic view of both the successes and struggles of selected kindergarten teachers in implementing inclusive education in early childhood setting. A qualitative phenomenological research approach was used to gather rich, detailed data, incorporating interviews and thematic analysis to identify recurring patterns, concerns, and strategies teachers employed to overcome obstacles. The study highlighted several challenges faced by kindergarten teachers in implementing inclusive education. These included limited access to resources and staffing, such as assistive technology, adaptive materials, and classroom aides. Many teachers felt underprepared due to insufficient professional training in special education, which contributed to stress and difficulties in managing diverse classroom needs. Weak community involvement and the lack of structured programs for social skills development also made it challenging to foster positive peer interactions among learners. Despite these barriers, teachers showed strong dedication to inclusive practices, creatively adapting their approaches and stressing the importance of tailored support, assistive tools, and structured social skill development. Beyond identifying these challenges, the study also assessed teachers' preparedness for inclusive education, the support systems available to them, and the effectiveness of current policies and programs designed to assist them in this endeavor. Collaboration among teachers, continuous training, and stronger partnerships with families and community organizations were identified as key strategies for improving inclusive practices and ensuring better outcomes for all learners. The findings of this study contributed to the ongoing discourse on inclusive education by offering practical recommendations. Ultimately, this research served as a foundation for strengthened inclusive educational management programs, improved institutional support, additional resources, and better policy implementation, ensuring that both teachers and learners benefited from a more inclusive, supportive, and effective learning environment.