A Community Assessment of Preschool Providers' Attitudes Toward Inclusion

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Abstract
A community assessment of preschool providers' attitudes was conducted to examine readiness for inclusive preschool participation. Participants included providers from private, community-based preschools, Head Start classes, and Chapter 1 programs. Multiple dimensions of preschool directors' and teachers' attitudes were assessed by examining their general attitudes toward inclusion, their attitudes toward serving children across diverse handicapping conditions and special needs, their perceived abilities and support needs in appropriately serving such children, and their actual behavioral choices when given an opportunity to sign up for inclusion-related activities. The findings indicated that respondents held moderately positive attitudes toward the general concept of inclusion. Providers differentiated between different types of special needs and they based decisions on where children should be served, accordingly. Implications for incremental development of inclusive options are discussed.