Assessment of anti-bias in-service training for enhancing awareness of children with special needs among preschool teachers

The purpose of this study is to describe preschool teachers' current awareness of children with special needs in a multifaceted way and to explain the contribution of anti-bias in-service training in developing various dimensions of this awareness. Conducted using a mixed-methods design, this study collected qualitative data through semi-structured pre- and post-interviews, products created by teachers during the training process, video recordings, teachers' reflective journals, and field notes. Quantitative data were collected using the A Tool to Support Reflection by Teachers Embarking on the Anti-Bias Journey, the Teacher Competence Scale in Inclusion Practices, the Multidimensional Attitude Scale toward Persons with Disabilities, and the Teacher Social Acceptance Scale toward Individuals with Special Needs. Qualitative findings indicate that anti bias in-service training increased teachers' awareness, helped them recognize their biases, and enabled them to understand how these biases are reflected in inclusive educational environments. Quantitative findings reveal an increase in teachers' sensitivity, competence, and social acceptance levels. Integrated findings show that categories related to teacher competence and classroom practices are supported by quantitative findings, while categories related to sources of prejudice in children and families are partially supported by quantitative data. The results suggest that structured in-service training programs that support teachers' awareness can be effective in creating inclusive and equitable learning environments in early childhood education and in preventing prejudice.