The inclusion-related attitudes and perceptions of early childhood educators in South Korea: a survey study

It is critical for educators to adapt assessment and instruction procedures and environments to maximise equal learning opportunities for all learners. In South Korea, several studies have examined teachers’ inclusion-related competence, self-efficacy, and perceptions; however, there is limited research using a survey method utilising validated scales to measure teachers’ perceptions of inclusion. Thus, we assessed factors related to perceptions of inclusion among 319 early childhood educators in South Korea. The analysis identified higher teachers’ education levels, completion of inclusion-related licensures or courses, and current practice of inclusion in the classroom as predictors of more positive inclusion-related attitudes and perspectives. Our findings show teachers’ reports of benefits, support, challenges, and competencies of inclusion in relation to teachers’ demographics and experiences. The findings provide implications for better understanding teacher preparation for inclusive instructional practices in early childhood education.