International Views of Inclusive Education: A Comparative Study of Early Childhood Educator's Perceptions in Jordan, United Arab Emirates, and the United States of America

The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.)