Integration-related experience and preparedness from the aspect of Hungarian preschool teacher candidates

Abstract

The aim of this study was to examine the experience of graduating preschool teacher candidates related to children with special needs, moreover to reveal their attitudes and perceptions of preparedness and competence regarding integration. A survey was used to collect data from 360 (mean age: 26.09 yrs.) graduating students attending 10 Hungarian preschool teacher training institutions. Besides revealing the experience and self-perceptions, our purpose was to investigate the factors influencing the development of attitudes and perceptions of preparedness and competence. The hypotheses were justified: the more and positive experience gained related to children with special needs and integration lead to more positive attitudes and self-perceptions. Differences between the answers of full-time and part-time students also appeared regarding their opinion about their competence in connection with integration. The participants also expressed the need for more practical training related to integration and inclusion. These results are a key of importance regarding the development of inclusion related elements of preschool teacher training.