Inclusion of Early Childhood Students with Disabilities: Attitudes of Teachers in Lebanese Private Schools (Interpretive Phenomenological Analysis)
Authors:   , Jaber Aya 
Published: July 2024

This study is particularly concerned with Lebanese general education early childhood teachers serving in the private sector, and its aim was focused on exploring their experience-based (a) attitudes (cognitive, affective, and behavioral components) towards including early year’s children with disabilities in general education classrooms and (b) views regarding the kind of academic and professional support they need for advancing their instructional inclusive practices. Additionally, the study adopted the qualitative methodology of Interpretative Phenomenological Analysis (IPA), which purposefully sought a profound examination and interpretation of teachers’ ways of making meaning of their experiences associated with inclusive education. In-depth semi-structured individual interviews was the primary data collection method used, but a Teacher Profile Questionnaire was also employed as a supportive data collection instrument. The study sample consisted of 4 in-service early childhood teachers recruited – based on well defined criteria –from inclusive private schools in Beirut. The research problem of this study originates from the dearth of studies on the topic of inclusive education in Lebanon where children with disabilities are concerned; this problem has been deemed particularly significant for two main reasons. Firstly, it is expected to contribute to culture-specific body of knowledge pertaining to the conditions and challenges (conceptual, affective, and practical) associated with inclusive instructional practices and learning environments. Secondly, exploring teachers’ inclusion-related professional experiences and understanding the attitudes originating from those experiences are needed to generate significant implications pertaining to relevant early childhood curricular frameworks as well as teacher pre-service formal academic programs and in-service professional development/support systems. The results revealed many similarities between the attitudes of the teachers towards including students with disabilities in early years inclusive classrooms. Moreover, the analysis of the teachers’ views indicated similar factors affecting their conceptualization of disability and inclusive education, as well as very similar views regarding the support needed for pre-service and in-service teachers to successfully implement inclusive education. Few different ideas emerged regarding the behavioral attitudinal component that teachers implement to emphasize inclusive education in their classrooms. However, the ideas generally complement each other. The overall analysis of the teachers’ attitudes and input revealed that the teachers have a positive attitude towards disabilities and inclusive education. However, teachers showed to have mixed emotions regarding leading such classrooms. Causes and origins of such emotions relate to every teacher’s personal, academic, and professional background. However, they do all share common causes of such emotions. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident. In some areas, they were not able to provide thorough elaborations such as inclusive management approaches and strategies. Based upon the gathered data and literature recommendations, implications for teacher preparation programs and school-based support are suggested.