Goal: The aim of this study was to explore the difficulties and dilemmas of kindergarten teachers, the attitudes towards inclusion of kindergarten teachers, and the impact of inclusion on feelings of self-efficacy when faced with the inclusion of children with special needs in a kindergarten. Analysis Design: This was a qualitative study using interviews in depth. Results: The results revealed that most teachers in kindergarten had a very positive outlook towards inclusion, but thought that they did not have adequate resources, experience or expertise to teach kids with special needs. As a consequence, their feelings of self-efficacy have been achieved. Conclusion: In order to ensure effective inclusion, it is important to provide teaching staff with adequate tools, training and support systems. In this field, it is important that all teacher training programmes provide adequate pre-service training, particularly given that inclusion is considered the best practise for education systems and society as a whole in this period. Teachers in Kindegarten who feel secure and with a strong sense of self-efficacy will be successful in taking on the task of teaching in a diverse kindergarten, benefiting all children, those with special needs, and those who are taught with children with special needs.
Dr. Aviva Dan Ohalo Academic Educational College, Katsrin, Israel.