Abstract:
The purpose of this study was to assess practices and challenges of implementation of inclusive
early childhood care and education in Model Number 2 School. A qualitative research method
was employed. The study employed a cross-sectional survey design. The data collection tools
were interviews, observation, questionnaires, and document analysis. The findings revealed
multiple barriers, including inadequate physical infrastructure and accessibility, lack of
specialized equipment and learning materials, insufficient teacher training and professional
development, negative attitudes and resistance within the school community, and weak
leadership and management practices. The school had initiated some inclusive education
initiatives, but the existing policies and frameworks were not comprehensive or effective enough
to drive inclusive practices systematically across the school. Teachers expressed concerns about
their preparedness and the adequacy of training to accommodate children with diverse needs.
The availability and effectiveness of resources and support services, such as specialist personnel
and external collaborations, were found to be significantly lacking. In conclusion, the study
highlights the multifaceted and complex nature of the challenges faced by Model Number 2
School in implementing inclusive ECCE. Addressing these challenges will require a
comprehensive, multidimensional approach that addresses infrastructural limitations, teacher
capacity building, support service availability, attitudinal shifts, and effective leadership and
management practices. Targeted interventions and policy reforms are necessary to create an
inclusive and equitable ECCE system that caters to the diverse needs of all children. To address
these challenges, the study recommends that the school develop and implement comprehensive
inclusive education policies, provide targeted and ongoing teacher training, strengthen the
availability and coordination of support services, and enhance the leadership and management's
commitment to driving inclusive practices across the school.
