Difficulties experienced by preschool teachers who work with children with multiple disabilites

Abstract

The importance of preschool education for children with disabilities is revealed by both with the legislations and the results of various studies. Children with multiple disabilities (MD) have combination of the problems such as neurological disorders, sensory loss, physical disabilities, medical issues and the other developmental and/or behavioral problems and the preschool teachers who work with these children are experiencing lots of difficulties. In this case study, semi-structured interviews were conducted to determine the difficulties experienced by four preschool teachers working with children with multiple disabilities, and the data were analyzed with descriptive analysis. Four major and 13 sub-themes emerged out of the participants’ statements. The findings showed that the preschool teachers who work with children with MD have parents related, teacher related, the children with MD related and the educational system related difficulties. © The Turkish Online Journal of Educational Technology.