Attitudes of Kindergarten Teachers on the Integration of Children with Special Needs in Kindergartens

Vollständiger Abstract

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Children with special needs require appropriate support from families, teachers, educational institutions, and society. In Kosovo, despite efforts by the Ministry of Education and various organizations to promote inclusion, many children with special needs still have limited access to early education. This study examines kindergarten teachers’ attitudes toward the inclusion of children with special needs in preschool settings. A quantitative descriptive research design was employed, and data were collected using a structured questionnaire and analyzed using statistical procedures. The findings indicate that professional development has a moderate impact on teachers’ attitudes and highlight the need for continuous training, particularly in supporting children with disabilities and behavioral challenges.