Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2026
Committee Chair or Co-Chairs
Jill Channing
Committee Members
Pam Evanshen, James Lampley
Abstract
Under the Individuals with Disabilities Education Act (IDEA), local education agencies (LEAs) must educate young children with disabilities in the least restrictive environment (LRE) while ensuring opportunities to learn alongside their non-disabled peers. As inclusive opportunities for preschool-aged children with disabilities continue to expand, general education preschool teachers play an important role in providing instruction that meets the diverse needs of all children. However, limited research has examined general education preschool teachers’ perceptions of their preparedness to teach young children with disabilities, particularly in Tennessee.
This qualitative study explored Tennessee general education preschool teachers’ perceptions of their preparedness to teach young children with disabilities in inclusive classrooms. Interpretative phenomenological analysis (IPA) examined how teachers made sense of their knowledge, skills, experiences, and the supports and conditions that shaped their preparedness. Nine Tennessee general education preschool teachers with experience teaching young children with disabilities in inclusive settings participated in individual semi-structured interviews.
Analysis of participants’ experiences yielded three superordinate themes: (a) Preparedness Is an Evolving Process Rather than a Fixed State, (b) Professional Knowledge Was Expressed Through Individualized, Responsive Practice, and (c) Preparedness Was Shaped by Systemic Supports and Organizational Conditions. Findings indicated that participants viewed preparedness as developing over time through classroom experience, ongoing learning, and reflection. Participants described demonstrating professional knowledge through individualized, responsive practices, such as adapting instruction to children’s strengths, needs, and developmental levels. Their perceptions of preparedness were also shaped by access to professional development, support from local education agencies, staffing, time, and resources.
These findings suggest that preparing general education preschool teachers for inclusive settings extends beyond preservice preparation and requires ongoing professional learning and systemic support. They have implications for educator preparation programs, local education agencies, school leaders, and policymakers seeking to strengthen inclusive preschool practices and support teachers serving young children with disabilities.
Document Type
Dissertation - unrestricted
Recommended Citation
Moody, Misty M., "Tennessee General Education Preschool Teachers’ Perceptions of Their Preparedness to Teach Young Children with Disabilities" (2026). Electronic Theses and Dissertations. Paper 4774. https://dc.etsu.edu/etd/4774
Copyright
Copyright by the authors.
Included in
Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons
