Inclusion in Georgian Kindergarten : How do preschool teachers face the process of implementation of inclusive education of children with intellectual disabilities?

The main purpose of this study was to find out preschool teachers’ perspectives: the way they face the process of implementation of inclusive education of children with intellectual disabilities. The study intended to reveal teachers’ knowledge regarding the inclusive education; their understanding of the concept of inclusive education and the way of perceiving their role and responsibilities towards inclusion of children with intellectual disabilities. Research describes preschool teachers’ practice in inclusive education; in particular, it explains teachers’ skills and abilities of ensuring the involvement of child with intellectual disability in the group activity by means of interaction; finally, the study identifies challenges that teachers are facing in the process of inclusion. The research was conducted in the capital of Georgia, Tbilisi. The research was grounded in qualitative design, which gave teachers an opportunity to express their viewpoint, knowledge and skills, based upon the semi-structured interview and observation with video recording in the group. Research participants were four teachers who had taken trainings in inclusive education and who had a child with intellectual disability as a pupil in the group. For the analysis of the collected data, an interpretational approach based on the principles of hermeneutics was used. The data revealed that preschool teachers’ understanding of the concept of inclusive education and their perception of their role and responsibility towards the children with intellectual disabilities mainly corresponds to the international and national documents. Teachers consider that the conditions which they have to work under are irrelevant to their responsibilities and the request made towards them. Informants revealed specific skills and abilities, by means of which they were able to ensure the participation of children with intellectual disabilities in the common group activity. However, study revealed that in practice, teachers face challenges as well, which, according to them, are preventive factors in the process of inclusion of children with Intellectual disabilities. On the basis of the findings, the researcher formulated implications and recommendation. It was suggested to provide more support and further trainings for preschool teachers to promote greater self-knowledge and professional awareness among practitioners’ about the positive interaction with children with special needs and about their role and responsibilities as teachers or caregivers