The analysis of the attitudes towards the inclusive education practices in pre-school period based on the views of administrators and teachers

The purpose of the study is to investigate pre-school teachers' and administrators' attitudes toward inclusion in pre-school and the factors affecting their attitudes. A total of 100 teachers and administrators (28 male and 72 female) drawn from preschool teachers and administrators in pre-school, and primary school possessing nursery classes in the city center of Kırklareli participated in the study. General personal information form and Attitude toward Inclusion in Preschool Scale including three sub-scales (cognitive, affective and psychomotor) and total of 30 items were used for data collection instrument. Data collected in the spring semester of 2017-2018 academic year were analyzed using independent sample t-test, Kruskall Wallis H test and Mann-Whitney U test. The maximum total inclusion score from the scale is 150 and the minimum total inclusion score is 30. According to the data obtained in Table 6-14, the average score of the questions was found to be 81.15. The results of the study indicated that participants' attitudes in the cognitive, affective and psychomotor dimensions toward the inclusion were middle level, attitudes in cognitive dimension differed significantly in terms of position (teacher – administrator) and education level; attitudes in affective dimensions differed significantly in terms of willingness to get informed about inclusion in pre-school; and attitudes toward psychomotor dimension differed significantly in terms of working with child who needs special training, willingness to get informed about inclusion in pre-school and willingness the child with special needs to be included in their classes.