Examining Inclusive Practices in Preschool Classrooms for Children with Diverse Learning Needs: A Mixed-Methods Study

Abstract

Inclusive education has become a fundamental component of early childhood education, emphasizing equitable learning opportunities for children with diverse learning needs. This mixed-methods study examines inclusive practices implemented in preschool classrooms and explores how these practices support the participation, engagement, and learning experiences of children with varying developmental, cognitive, behavioural, and physical needs. The quantitative component investigates the prevalence and effectiveness of inclusive instructional strategies, classroom adaptations, differentiated teaching approaches, and collaborative practices among preschool educators. Data are collected through structured surveys administered to preschool teachers, enabling the identification of patterns and relationships among key variables associated with inclusive education. The qualitative component complements these findings through semi-structured interviews and classroom observations, providing an in-depth understanding of educators’ experiences, perceptions, and challenges in implementing inclusive practices. By integrating quantitative and qualitative evidence, the study offers a comprehensive analysis of the factors that facilitate or hinder successful inclusion in preschool settings. Particular attention is given to teacher preparedness, availability of educational resources, classroom environment, family involvement, and institutional support. The findings contribute to a deeper understanding of how inclusive practices are enacted in early childhood classrooms and how they influence educational access and participation for children with diverse learning needs. The study further highlights implications for teacher professional development, policy implementation, and the creation of supportive learning environments that foster inclusion, equity, and positive developmental outcomes. Through its mixed-methods design, the research provides valuable insights for educators, school administrators, policymakers, and stakeholders seeking to strengthen inclusive education in preschool contexts.