Diversity and Principles of Inclusion in Preschool Education from the Perspective of Kindergarten Teachers
| Authors | |
|---|---|
| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Within the research we interviewed 34 teachers from various kindergartens across the Czech Republic. The interviews had a form of focus group discussion. During the spring 2017 we compiled 4 discussion groups, each with 8 to 9 participants. Research participants (32 females and 2 males) were aged 22 to 58 years. Current employment in a kindergarten and at least 2 years of experience on the position of kindergarten teachers were criteria for participation. The discussion took approximately 120 minutes and focused at how the participants perceive and evaluate the term "diversity" within the context of their own kindergarten. Other discussion topics included the way participants understand the term "inclusion" in their kindergarten, what are benefits and limits of inclusive process and what participants consider the largest obstacles of the inclusion process. All respondents in our survey have experiences with inclusion; their kindergartens are attended by pupils with specific educational needs. 80 % respondents work with such child or children in their own class, 20 % reported having met an integrated child in their kindergarten in past. Data were analysed in the context of grounded theory, we used the first phase and detected categories in the open coding process. |