Head Start Teachers’ Attitudes and Perceived Competence Toward Inclusion

Abstract

The purpose of this article is to share findings about Head Start teachers’ attitudes and perceived competence toward inclusion based on data gathered from 41 instructional professionals in 18 Head Start classrooms using surveys and interviews. Results showed that all of the participating teachers agreed with inclusion and identified several benefits that students and teachers could obtain from inclusion. However, teachers’ ratings on their skills and knowledge in using inclusive practices were significantly lower than their ratings on attitudes and beliefs toward inclusion. The teachers also identified several challenges (e.g., limited resources, difficulties in individualization) that they had in inclusive classrooms. Based on the results, suggestions for research and implications for practice are discussed.