TEACHERS AND INCLUSION - PERSPECTIVES ON CHANGING ROLES

This study investigated preschool special education teachers' evolving views of their changing needs and responsibilities during their first year as community-based consulting teachers. The study tracked the pe rspectives of these formerly classroom-based teachers throughout their first year as consulting teachers facilitating inclusion into communi ty settings of children from ages 3 to 5 with disabilities. The study employed a qualitative design using a focus group format with meetings four times throughout the year. The results indicated that participan ts became much more specific in articulating their roles and needs as they gained experience. The participants also indicated that managemen t of the classroom inclusion process was one of their critical roles, in addition to acting as a support and referral source for community c hildcare providers. The results suggest that systems for providing tra ining, resources, and support to teachers moving to consulting roles w ill be most effective if they are both flexible and ongoing.