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“Providing education to those with special needs has increasingly become an issue of moral necessity over the last few decades" (Karska & Boyle, 2014, p. 228). There has been an increase in the number of children requiring additional support within classroom settings. Educators are often exposed to children with various sets of needs within their classrooms. Therefore, educators need to have a certain level of knowledge and understanding with regard to the various types of exceptionalities amongst children. This qualitative study investigated and analyzed concepts surrounding early childhood educators (ECEs) supporting children with exceptionalities. Data was collected through the process of individual semi-structured interviews with five ECEs. The interviews consisted of a set of 10 open-ended questions. Through the data analysis process, three predominant concepts were discussed, thus creating the core themes in the findings: professional development; supporting inclusion; and challenges ECEs face when working with children with exceptionalities.

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special needs, special education, educational support, early childhood education, ECE, inclusion


Early Childhood Education | Education | Special Education and Teaching


Faculty of Applied Health & Community Studies (FAHCS)

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ECEs Supporting Children in Their Classrooms Who Have Exceptionalities