Elementary school principals and their needs and issues for inclusive early childhood programs

This study examined the sociopolitical environment and issues confronting e lementary school principals as they work with young children with disabilit ies and their families toward the elusive goal of inclusion. A participator y action research model was used to gather information with 61 elementary p rincipals in 13 focus groups interviews across the state of Iowa. Interview data from principals were analyzed to determine what they perceive as chal lenges to inclusion and their needs to be effective leaders for change in e arly childhood programs. A gap continues to exist between recommended pract ices and the reality of early childhood inclusion in the schools. Principal s did not tend to see themselves as part of the solution for early childhoo d education inclusion. Six themes are discussed, as well as implications an d future directions for early interventionists working with public school p ersonnel.