Strengthening Preschool Teacher Competencies in Inclusive Classroom Management

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Qualitative case study reveals improved inclusive education practices in preschool teachers, highlighting systemic support needs.

Teachers showed significant improvement in understanding inclusive education principles, enhancing their classroom management skills.
Interviews indicated a boost in teachers' confidence when managing diverse learners through Universal Design for Learning strategies.
The study used a qualitative descriptive case study approach, gathering data from 20 teachers via interviews and observations.
Future success relies on ongoing, practice-based learning with peer support and addressing systemic challenges like resource allocation.

Adawiah et al. (2025) studied this question.

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