Purpose: The purpose of this study was to investigate the present status, difficulties, and support needs for special education teachers of classes for children under 3 years old with disabilities based on prerequisite elements of early intervention i...
Purpose: The purpose of this study was to investigate the present status, difficulties, and support needs for special education teachers of classes for children under 3 years old with disabilities based on prerequisite elements of early intervention in inclusive child care and education center. Method: Three special education teachers for classes of children under 3 years old with disabilities participated individual and the group interviews in inclusive settings. Collected data were transcribed and derived through qualitative-comparative content analysis. Results: Results are as follows: First, participants answered that they managed the class as full inclusion on natural environment, family focused support, and team approach, based on prerequisite elements of early intervention. Second, participants revealed that their classes of children under 3 years old with disabilities showed not only advantages in low peer perception on disabilities, but also difficulties of achieving a high child vs. teacher ratio. They proclaimed stresses in providing assessment and counseling for parents of at-risk children under 3 years old in their classes. Third, participants tried to administrate the IFSP(Individualized Family Service Plan) with a focus on family support, but felt difficulties in psychological help and raising support at early identification stage of disabilities. Fourth, the team approach with early childhood teachers was formed at the least level. Participants needed various external and professional supports for coping the needs of children under 3 years old with disabilities. Conclusion: Based on these results, proposals for revitalizing the present status and difficulties faced by teachers for classes of children under 3 years old with disabilities were suggested.