The Influence of Academic Supervision, Teacher Understanding of Special Needs Education, and Universal Design for Learning on the Implementation of Inclusive Education in Kindergarten
Quantitative analysis shows a strong link between academic supervision and teacher understanding of inclusive education in kindergarten, suggesting improvements are needed.
Key Points
A strong positive relationship (r = 0.81) exists between academic supervision and teacher understanding, indicating effective supervision enhances teaching competence.
Descriptive analysis revealed both academic supervision and teacher understanding of SEN and UDL were in the moderate range, showing room for improvement.
This study utilized a quantitative approach involving 10 early childhood teachers, employing validated questionnaires, structured interviews, and observations for data collection.
Insights suggest that differentiated and collaborative supervision is essential for improving inclusive practices, highlighting the need for targeted professional development.