Inclusion in Georgian Kindergarten. How do teachers face the process of implementation of inclusive education of children with intellectual disabilities?

      Аннотация: It is evident that inclusive education approach increases the teachers’ role and responsibilities in educational settings. All teachers need to understand the forces that support and constrain the implementation of inclusive education. In the current situation, when preschool teachers are expected to cope with large-size groups, learners from diverse cultural and linguistic backgrounds, developmental variation in their skills or abilities and so on, teachers have to be very organized, perfectly skilled and adaptable to over-changing factors and conditions in the kindergarten. This is because the teachers’ accomplishments in inclusive settings are essential matter for educational reforms. The book intends to reveal preschool teachers’ knowledge regarding the inclusive education; their understanding of the concept of inclusive education and the way of perceiving their role and responsibilities towards inclusion of children with intellectual disabilities. The publication describes preschool teachers’ practice in inclusive education;in particular, it explains teachers’ skills and abilities for ensuring the involvement of child with intellectual disability in the group activities.

Ключевые слова: inclusive education, preschool teacher, intellectual disabilities.