A national study on teacher beliefs and practices in inclusive preschool education in Taiwan.

Abstract

This study investigates Taiwanese preschool educators' beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fostering equitable and accessible learning environments for all children. A questionnaire survey was administered to 4,585 preschool teachers across various regions, exploring their attitudes toward inclusion, instructional strategies, and the challenges they face in implementing inclusive practices. The findings reveal a discernible gap between teachers' positive views on inclusive education and their actual teaching practices. While educators generally endorse inclusive principles, implementation is hindered by challenges such as inadequate specialized training, insufficient resources, and inconsistent administrative support. The study underscores the necessity of enhanced professional development programs that equip teachers with the pedagogical skills and strategies, including principles of Universal Design for Learning, to effectively support the diverse needs of all students in inclusive settings. These insights contribute to the ongoing discourse on improving inclusive education policies and practices in Taiwan, advocating for a comprehensive approach that bridges theoretical understanding with practical application.