Teachers’ Attitudes Toward the Educational Inclusion of Children with Disabilities in Omani Kindergartens

This study investigated the attitudes of female teachers (N = 169) toward the educational inclusion of children in kindergarten within the Sultanate of Oman. A Digital survey was conducted to gather insights into the teachers’ perspectives across two domains: the learning environment (LE) and the Impact of Early Inclusion in Kindergarten (IEIK). The results indicate that teachers demonstrate strong support for the inclusion of children with disabilities in kindergarten, underscoring the importance of establishing a conducive learning environment. This includes recommendations for increasing the number of teachers, modifying school infrastructure, and adapting curricula to accommodate the diverse abilities of all students. A comparative analysis of the two domains reveals a greater endorsement among teachers for issues related to the physical environment over those pertaining to the non-physical environment. The study concludes with a discussion of the implications of these findings. Keywords: Educational Inclusion, children with disabilities, Oman, Kindergarten, teachers’ attitudes