This study explores the attitudes of female kindergarten teachers (N = 169) in the Sultanate of Oman toward the educational inclusion of children with disabilities. Using a digital survey, the research examined teachers’ perspectives across two key domains: the Learning Environment (LE) and the Impact of Early Inclusion in Kindergarten (IEIK). Findings reveal a strong commitment among teachers to fostering inclusive classrooms, emphasizing the need for supportive learning conditions. Teachers highlighted priorities such as increasing staffing, enhancing school infrastructure, and adapting curricula to meet the diverse needs of all learners. Interestingly, the comparative analysis showed that teachers expressed greater concern for issues related to the physical environment than those associated with the social or instructional environment. These insights underscore the growing recognition of inclusion in early childhood education in Oman and point to practical steps needed to translate positive attitudes into effective, equitable classroom practices.

Authors:
Laila Al Salmi, Sultan Qaboos University, Oman
Ibrahim Al Qariouty, Sultan Qaboos University, Oman

About the Presenter(s)
Dr Al Salmi is currently an Associate Professor at the department of Early Education, College of Education, Sullen Qaboos University, Oman

See this presentation on the full schedule – Sunday Schedule

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