Elementary School Principals and Their Needs and Issues for Inclusive Early Childhood Programs

Abstract

This study examined the sociopolitical environment and issues confronting elementary school principals as they work with young children with disabilities and their families toward the elusive goal of inclusion. A participatory action research model was used to gather information with 61 elementary principals in 13 focus groups interviews across the state of Iowa. Interview data from principals were analyzed to determine what they perceive as challenges to inclusion and their needs to be effective leaders for change in early childhood programs. A gap continues to exist between recommended practices and the reality of early childhood inclusion in the schools. Principals did not tend to see themselves as part of the solution for early childhood education inclusion. Six themes are discussed, as well as implications and future directions for early interventionists working with public school personnel.