THE FACTORS INFLUENCING PRESCHOOL TEACHERS' SUPPORTIVE BEHAVIORS FOR THE INCLUSION OF 18-36 MONTH-OLD CHILDRENWITH SPECIAL NEEDS BASED ON THE APPLICATIONOF UNIVERSAL DESIGN FOR LEARNING
DOI:
https://doi.org/10.18173/2354-1075.2024-0088aKeywords:
Universal Design for Learning (UDL), Special Needs Inclusion, Preschool Education, Teacher Support Behaviors, Early Childhood DevelopmentAbstract
This study aimed to identify factors influencing preschool teachers' behavior in supporting the inclusion of 18–36 months-old children with special needs, based on the Universal Design for Learning (UDL) framework. Through surveys conducted among preschool teachers at various educational institutions, the study analyzed supportive behaviors, assessed their frequency, and identified factors such as peer collaboration, managerial support, professional development opportunities, and challenges encountered. Findings reveal that inclusive practices are significantly influenced by support from peers and school management, alongside motivation for professional growth. To enhance UDL implementation, the study recommends fostering collaboration, managerial backing, and professional development programs to address challenges in inclusive education.
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