Experiences of Early Childhood Special Education Teachers in Inclusive Classroom: A Phenomenological Study

The inclusion of children with disabilities in preschool classrooms is increasing, supported by the Individuals with Disabilities Education Act (IDEA) and Head Start, which promote educating students with disabilities alongside their peers. Well-trained early childhood special education (ECSE) teachers are critical to the success of these inclusive programs. This study addresses a gap in the literature by exploring the experiences of ECSE lead teachers in inclusive preschool classroom settings. Using a phenomenological research design, qualitative interviews were conducted with 15 ECSE lead teachers. Four major themes emerged: (a) ECSE lead teachers' perspective on inclusion; (b) ECSE lead teachers’ emotional, instrumental, informational, and appraisal support; (c) ECSE lead teachers’ resilience in inclusive settings; and (d) ECSE lead teachers’ suggestions for pre-service and in-service teachers. Findings and implications are discussed to inform future research, policy, and practice.