Child-centered pedagogy: Guided play-based learning for preschool children with special needs

Abstract For decades the field of early childhood education has experienced an identity crisis. Theoretical ideologies of early childhood pioneers have provided the foundation for understanding young children’s development and the use of DAP for typically and atypically developing children. However, in the context of the systematic structure of general education and special education, impediments exist due to the notion of preschool children with special needs ought to be isolated because of being labeled. The purpose of this qualitative exploratory case study was to explore the strategies that preschool teachers use to meet the individual needs of special needs children and to determine what strategies directors use to support preschool teachers. Data were collected from a purposeful sample of 7 preschool teachers on their perceptions and role within an inclusive classroom. Findings revealed that although some special needs preschool children who were evaluated did not qualify for special education, some preschool teachers believe that special needs preschool children do not belong in a general education classroom. Findings of concern include teachers’ descriptions of practices such as restraining young children and focusing only on typically developing children.


Introduction
For decades the field of early childhood education has experienced an identity crisis.Theoretical ideologies that place emphasis on developmentally appropriate practice (DAP) with a constructivist approach to learning have been hindered by educational changes with a focus on standards-based ABOUT THE AUTHOR June Cade runs her own consulting business for early childhood education.Her work involves collaborating with private childcare centers to create engaging and stimulating learning environments.As a child development specialist, she also trains early childhood educators and provides assistance to the State of New Jersey's early intervention program.Additionally, Dr. Cade teaches educational courses at Sussex County Community College and the University of the People.Her research interests include early childhood education from a global perspective, early care and learning, and the link between early childhood theory and child growth and development.She has conducted research on quality early care and learning, as well as the beliefs and attitudes of toddler and preschool teachers towards developmentally appropriate practices.Currently, she is working on a research study that explores trends in early intervention services.learning and accountability (Bassok et al., 2016;Haslip & Gullo, 2018).Such an emphasis can result in negative behaviors in children with special needs due to academic limitations (Smolleck & Duffy, 2017).Although the Division of Early Childhood (DEC), the Council for Exceptional Children (CEC), and the National Association for the Education of Young Children (NAEYC) have established DAP guidelines for typically and atypically developing children (Aldridge et al., 2014;Copple & Bredekamp, 2009) as a means of establishing a foundation for best practices, to date, the crisis of negating a play-based approach to best classroom practices in favor of academic pressure with a teacher-directed instructional approach still remains (Hanline & Fox, 1993;Haslip & Gullo, 2018).
Negating a play-based approach to DAP in favor of a teacher-directed instructional approach with a focus on academics and assessing mastery of knowledge (Goldstein, 2008) can result in negative behaviors and frustration from typically and atypically developing children due to limited attention span, difficulty completing academic tasks, teacher burnout, and frustration (Lecavalier et al., 2006;Smolleck & Duffy, 2017).Early childhood educators must be knowledgeable about the contributions of early childhood pioneers such as Erik Erikson, Jean Piaget, and Lev Vygotsky, as theoretical tools that are needed to apply early childhood theory to classroom practice.This can provide the context for understanding child growth and development and the role of childcentered pedagogy in order to meet children's individual needs.

Early childhood theory
The theoretical ideologies of early childhood pioneers have provided the foundation for understanding young children's development and the use of DAP for typically and atypically developing children.Piaget postulated that children progress through four interrelated stages of intellectual development: (a) sensorimotor stage, (b) preoperational stage, (c) concrete operational stage, and (d) formal operational stage (Siegler, 1986).Children may fluctuate between developmental stages; therefore, it is essential to be aware of children's developmental stage rather than their chronological age (Simatwa, 2010;Singer & Revenson, 1996).Additionally, the language skills of young children 2-5 years of age are limited, ideas and reasoning are illogical and they often display inconsistencies between their own ideas and the ideas of others (Ginsburg & Opper, 1969;Wardle, 2018).Language skills of young children in the preoperational stage are not only limited, but they are also learning to develop physical control, self-awareness, and emotional regulation (Washington, 2013).Children 2-7 years of age are centric thinkers meaning that when they process information, they can only focus on one idea at a time (Piaget & Inhelder, 1969;Siegler, 1986).
During the preoperational stage of development, young children acquire novel ways of making sense of the world around them through the use of make-believe or pretend play.They use symbolic representation to dramatize life experiences to assimilate to social rules (Ginsburg & Opper, 1969;Piercy & Berlyne, 1950;Singer & Revenson, 1996).Piaget and Inhelder (1969) postulated that during the preconceptual stage of development, young children develop various interrelated skills ranging from imagination and use of mental images to symbolic representation, and use of language, art, and symbolic play as a means of self-identity and creative expression.During this critical developmental stage, children spontaneously initiate numerous symbolic plays for self-expression and constructing a sense of sociocultural inclusiveness (Batra, 2013;Wardle, 2022).When adults impede or deny children's spontaneous initiation for self-expression, selfidentity, and socio-cultural inclusiveness, children experience a sense of failure, frustration, and guilt (Batra, 2013;Ginsburg & Opper, 1969).
Akin to Piaget, Erik Erikson postulated that humans move through eight predictable developmental stages from birth to advancing years: (a) trust versus mistrust, (b) autonomy versus shame and doubt, (c) initiative versus guilt, (d) industry versus inferiority, (e) identity versus confusion, (f) intimacy versus isolation, (g) generativity versus stagnation, and (h) integrity versus despair (Batra, 2013;Wardle, 2022).Erikson's psychosocial theory of initiative versus guilt provides a framework for understanding preschool children's independence, decision-making, curiosity, and egocentric nature.
An essential aspect of early childhood education is to understand the development of the young child through social interactions, in which language is the fundamental premise.A distinctive aspect of Vygotsky's theory is that language and learning are interconnected, in that language and the use of symbolic representation plays a fundamental role in how children think and construct knowledge (Berk & Winsler, 1995;John-Steiner & Mahn, 1996).This places an emphasis on sociocultural experiences in children's development.Vygotsky argued that a primary indication that is associated with children with special needs is limitations in social interaction (Berk & Winsler, 1995).Through collaborative learning experiences with adults and peers, children with special needs are able to construct knowledge, thereby progressing qualitatively toward higher mental functions (Berk & Winsler, 1995;Gredler, 2012;Semmar & Al-Thani, 2015).Vygotsky and Piaget believed in cognitive constructivism.While Piaget posited that development precedes learning from a stage learning platform, for Vygotsky, as children actively and socially interact with their environment, adults, and peers, cognitive construction occurs, resulting in the learning process (Bodrova & Leong, 2007;Semmar & Al-Thani, 2015).
Vygotsky, Piaget, and Erikson's theories are essential for comprehending constructivism and the psychosocial development of 3-5-year-old children.Vygotsky placed emphasis on the social and cultural context of children's cognitive development.He underscored the importance of understanding social constructivism and children's development from a historical and cultural foundation, which results in the absorption of socially shared knowledge and behaviors (Berk & Winsler, 1995;John-Steiner & Mahn, 1996;Mahn, 2012;Powell & Kalina, 2009).This approach focuses attention on the role of language and symbolic representation during play.Vygotsky perceived play, language, and art as essential symbolic features used by children to contribute to their understanding of the world around them (Berk & Winsler, 1995;John-Steiner & Mahn, 1996;Mahn, 2012).Children use symbolic representation to qualitatively transform socially shared knowledge and behavior into cognitive constructivism to learn about their social world (John-Steiner & Mahn, 1996;Mahn, 2012;Powell & Kalina, 2009).

Children with special needs
Children are naturally curious.Curiosity creates a disposition of exploration, investigation, and discovery in typically and atypically developing children.Young children with special needs can present with diverse developmental and play limitations; however, the natural desire for children to take the initiative to explore the nature of cause and effect to make sense of the world around them is a fascination for typically and atypically developing children and should not be obstructed, but guided (Hanline & Fox, 1993;Lifter et al., 2005).A variety of factors that fall in the category of genetics, health, psychological, or environmental can contribute to developmental delays (Odom & Wolery, 2003).Demirci and Kartal (2018) defined developmental delays as delays in speech and language, physical, cognitive, or social development.
The standards-based movement has played a fundamental role in preschool teachers negating a DAP play-based approach to facilitation and learning in favor of a more traditional academic teach-directed approach.However, some children with developmental delays can exhibit negative behaviors due to challenges with self-regulation and difficulties staying on task (Ali & Mahamod, 2015;Smolleck & Duffy, 2017).Vygotsky believed that the educational approach of children with special needs should mirror that of typically developing children; however, classroom modifications must be used in order for special needs children to attain established goals and objectives.Vygotsky further argued that a guided play-based approach can provide special needs children with the knowledge and skills needed for higher-level functioning (Berk & Winsler, 1995).
One of the United Nations Sustainable Development Goals (UNSDG-4) emphasizes the need for quality education, which places emphasis on "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all" (United Nations Department of Economic and Social Affairs, 2016).The UNSDG-4 underscores the importance of meeting the developmental needs of young children with special needs and ensuring that teachers provide them with equitable quality early care and learning as part of a least restrictive learning environment.This underscores perceiving the child as the curriculum and implementing a developmentally appropriate guided play-based approach that is child-centered and includes scaffolding children's learning (Dewey, 1902;Pentimonti et al., 2017).

Special needs and the least restricted environment
In 1986, the US Congress amended the Education for the Handicapped Act which stressed the importance of free appropriate public education for preschool children with special needs in the least restricted environment (DeMonte, 2010;Hebbeler & Spiker, 2016).In 1990 the Education for the Handicapped Act was renamed to the Individuals with Disability Education Act (IDEA) (DeMonte, 2010).Akin to Vygotsky's argument that the educational approach of children with special needs should mirror that of typically developing children, DeMonte (2010), pointed out that the fundamental premise of the IDEA emphasizes that preschool children with special needs should engage in and participate in the general education curriculum in preparation for kindergarten.However, in the context of the systematic structure of general education and special education, impediments exist due to the notion that preschool children with special needs ought to be isolated because of being labeled (Purdue, 2006).
Figure 1 shows the primary disabilities within the 3-5-year-old preschool population in the state of New Jersey from 2017-2021.Figure 1 also shows a steady increase in developmental delays in children ages 3-5 years from 2017-2021.As seen in Figure 1, in 2017, 66.64 % were labeled as developmentally delayed, 12.80% as speech or language impaired, and 7.90% as autistic.In 2021, 98.42% were labeled as developmentally delayed, 0.41% were labeled as speech or language impaired, and 0.45% were labeled as autistic.
By comparison, from 2017-2021, Figure 2 shows that when compared to females, more males were identified as having special needs.There is a 43% difference in the male population identified as special needs when compared to the female population.
According to DeMonte (2010), the ultimate goal of IDEA is an inclusive educational setting for children with special needs.Purdue (2006) called attention to teachers' perception of inclusive education and pointed out that, within an inclusive setting, preschool children with special needs are often perceived as different and not belonging in a general education environment.When considering the educational setting of preschool children, it is essential to place the classroom environment within the context of learning through play and a guided play-based approach.Source: New Jersey Department of Education Office of Special Education Programs.

Learning through play
Learning through play can take the form of a teacher-directed or a guided play approach (Weisberg et al., 2013).Weisberg et al. (2013) postulated that guided play is child-centered where children are actively collaborating with adults and peers in their learning experience and adults provide the opportunity for discovery-based learning through scaffolding.A child-centered approach is grounded in early childhood theory and accentuates the individualized construction of knowledge based on children's interests, developmental needs, and capabilities.It also affords children the opportunity to explore, investigate, critically think, and be creative as they construct mental symbols in the acquisition of knowledge (Leggett, 2017;Salmon, 2008).
Early childhood educators play a fundamental role in promoting critical and creative thinking in typically and atypically developing children.A classroom environment that nurtures diversity and creativity in novel open-ended thinking originating from young children fosters discovery-based learning, symbolic representation, and innovation (Leggett, 2017).This approach requires teachers to (a) employ culturally responsive pedagogy (supporting language, cultural values, and customs) that connects home and classroom experiences, (b) be aware of children's developmental stage, and (c) view children as the origin of the curriculum (Dewey, 1938;Durden et al., 2015;Singer & Revenson, 1996).
A guided play-based approach is the bonding agent that supports children's developmental stage, promotes language development, and provides the opportunity for facilitators to view children as the curriculum.Vygotsky believed that language and learning are interconnected and that knowledge is constructed by way of a play-based approach that provides the opportunity for social interaction with peers and adults as expressed through language (Mooney, 2013;Vaksalla & Hodshire, 2013).Akin to Vygotsky, Ali and Mahamod (2015) called attention to the relationship between cultural diversity, limited vocabulary, and the acquisition of skills through a play-based approach to learning.

The role of the teacher
Early childhood programs caring for 3-5-year-old preschool children are challenged with providing service to children with special needs.A major factor in this challenge is teachers' attitudes toward children with special needs and their perceptions of inclusive practices (Leatherman, 2007;Pit ten Cate et al., 2018).Leatherman (2007) argued that teachers' attitudes and perceptions about children with special needs are vital factors to consider because children with special needs require a child-centered approach to teaching and learning with modified accommodations.A classroom environment that engages in a socially integrative approach to teaching and learning is fundamental to helping children with special needs acquire social and language skills (Berk & Winsler,  1995).Vygotsky argued that classroom environments that prevent children with special needs from socially and collaboratively interacting with typically developing children can impede the development of higher mental functions (Berk & Winsler, 1995;Bodrova & Leong, 2007).
Vygotsky and Piaget's theory of cognitive and language development highlights the need for teachers to understand the stages of children's development and the intricate relationship between social interaction with the environment, adults, and peers on cognitive development (Kirch, 2014;Semmar & Al-Thani, 2015).Applying Vygotsky and Piaget's framework places emphasis on facilitating learning through the use of exploration, investigation, and discovery, which provides the opportunity for typically and atypically developing children to use symbolic representation to assimilate and accommodate new information (Mahn, 2012;Siegler, 1986).The use of a theoretical approach to classroom practice accentuates a focus on whole child development (social, emotional, cognitive, language, and physical).This approach helps teachers understand the need to function as facilitators, guiding children's experiences as they actively engage in meaningful stimulating experiences (Copple & Bredekamp, 2009;Jechura et al., 2016).This approach provides the opportunity for teachers to create a stimulating learning environment that supports social interaction, children's interests and individual needs, and scaffolding children's learning with the intent of building on previous knowledge and skills as they move children from lower order thinking to higher order thinking (Berk & Winsler, 1995;Mala, 2017;Mugambi, 2018).
Taking into account the importance of amalgamating early childhood theory with a guided playbased approach that accentuates a focus on child-centered pedagogy for special needs children, consideration must be given to teachers' attitudes and perceptions about inclusive practices and what strategies are used to meet the individualized needs of children with special needs.The problem is that shifting away from the integration of early childhood theory that aligns with a guided play-based approach to classroom practices in favor of a traditional teacher-directed instructional approach with a focus on academics and assessing mastery of knowledge can result in negative behaviors and frustration from children with special needs due to speech or language impairment, difficulties staying on task, and completing academic tasks.Such an educational shift can also result in teacher burnout and frustration (Lecavalier et al., 2006;Smolleck & Duffy, 2017).The specific problem is that the extent of negating a developmentally appropriate guided playbased approach in favor of a traditional teacher-directed instructional approach is not known in inclusive preschool classrooms.

Literature review
At the heart of the learning through-play debate is the core question: What is the view of the child?Research studies on the topic of learning through play in early childhood education (ECE) have underscored the importance of play-based learning (PBL) on young children's development and learning (Kidwai, 2020;Kobylak & Kalyn, 2017;Taylor & Boyer, 2020;Weisberg et al., 2013).Hanline and Fox (1993) echo Vygotsky in asserting that a guided play-based approach for children with special needs should mirror that of typically developing children where the environment is structured to support learning experiences and the development of skills.
Similar to Hanline and Fox (1993), Lifter et al. (2005) accentuate the importance of a guided play-based approach for young children with special needs, which should be child-centered, stimulating, and a part of their everyday activities with their peers.Lifter et al. (2005) utilized the Developmental Play Assessment (DPA) which consisted of measuring 14 categories of play ranging from manipulative to symbolic play to examine a play-based approach with three preschool children who were diagnosed with pervasive developmental disorders (PDD).Findings suggested that a guided play-based approach with scaffolding can result in improvements in play.
Given the importance of mirroring an environment that is structured to support the learning experiences of young children with and without special needs, Leatherman (2007) explored teachers' perceptions and experiences about inclusion.Results underscored that although teachers had a favorable attitude towards inclusion, they expressed the need for more training to be better able to meet the individualized needs of children with special needs.Results also placed emphasis on teachers needing more support from the administration and therapists.
Considering that inclusivity places emphasis on the importance of PBL and social interaction, Papacek (2015) employed a case study to examine a peer-guided play-based approach with six children who were diagnosed with autism spectrum disorder (ASD).Results called attention to perceived differences in communication and social skills.Results also suggested that the desire to engage in play exists between typically and atypically developing children.According to Papacek and State (2015), the decrease in play and creativity stemming from academic pressure can be harmful to young children's social and emotional development.
Studies have shown that ECE programs have abandoned PBL due to academic and standard-based pressure (Kidwai, 2020;Pyle & Danniels, 2017).In spite of this, Kobylak and Kalyn (2017) pioneered a research study that incorporated PBL and curriculum outcomes in their grade one classroom.Early childhood theory was incorporated with the child-centered approach to learning.Topics of interest were selected by the children, and children lead their own learning experiences as they engaged in investigation, exploration, and discovery (Dewey, 1938).Although defining PBL can vary, in an attempt to define PBL, Taylor and Boyer (2020) provided a theoretical foundation that conceptualized the various types of play, the role of the teacher, and the benefits of play.Piaget's theory on cognitive development and Vygotsky's sociocultural theory was incorporated as part of the theoretical framework.Taylor and Boyer (2020) emphasized the relationship between PBL, developmentally appropriate experiences, and social-emotional development.Emphasis was placed on active learning, a guided play-based approach, and the educator's role in scaffolding critical thinking and creativity.
Children need to actively collaborate in their physical environment and broaden their prior knowledge and experiences as they expand on topics of interest (Gredler, 2012;Piaget & Inhelder, 1969).Kobylak and Kalyn (2017) incorporated Piaget's four levels of cognitive development in order to document children's cognitive development.Guided play-based learning (GPBL) was utilized to scaffold learning and promote critical and creative thinking in young children (Leggett, 2017;Salmon, 2008;Weisberg et al., 2013).With the GPBL approach, teachers measure children's developmental outcomes through the use of observations, anecdotal notes, photographs of children's experiences, and documentation of children's work and their experience as they actively learn through play.Reflective notes serve as assessment tools to capture an in-depth perspective of children's learning.Kobylak and Kalyn's (2017) approach can be useful in meeting the developmental needs of children with special needs.

Purpose of the study
NAEYC (2020) recognizes that there are variations in children's development and learning; therefore, stresses Piaget's stage learning theory and Vygotsky's social learning theory as the fundamental premise for GPBL.Early childhood theory is essential for addressing children's developmental needs, interests, and capabilities to develop skills.Considering that developmental needs can vary, it is not known how preschool teachers meet the individual needs of children with special needs in inclusive preschool programs; therefore, the purpose of this qualitative exploratory case study is to explore the strategies that preschool teachers use to meet the individualized needs of children with special needs and to determine what strategies directors use to support preschool teachers.The following research questions were proposed: (1) How do preschool teachers perceive their role within an inclusive classroom relative to meeting the needs of children with special needs?
(2) What strategies do preschool teachers use to meet the individualized needs of preschool children with special needs in their classrooms?
(3) What strategies do directors use to support preschool teachers with special needs children in their classrooms?

Significance of the study
The study aimed to explore the strategies that preschool teachers use to meet the developmental and individualized needs of children with special needs and to determine how directors support those teachers.The results of the study can provide useful data to help stakeholders and educational leaders make informed decisions that can address gaps in the delivery of quality early care and learning to preschool children with special needs.The study can help early childhood educators to be aware of early childhood theory and how theoretical ideology can contribute to addressing the developmental and individualized needs of children with special needs.

Method and design
The purpose of this qualitative exploratory case study was to explore what strategies preschool teachers use to support the individualized needs of preschool children with special needs as part of a child-centered pedagogical approach and why such strategies are being used.This can provide insight into how preschool programs meet the individual and developmental needs of children with special needs.The researcher used a qualitative exploratory case study which included one-on-one semi-structured audio-recorded interviews and the collection of lesson plans.This approach was used to acquire in-depth data regarding classroom practices that characterize how children with special needs are perceived and what strategies are used to address the developmental needs of children with special needs.Prior to data collection, this research study received IRB approval from Sussex County Community College.All participants were provided with information regarding the study.All participants signed and submitted the informed consent prior to the collection of data.

Population
No direct funding was received for this research and participants were not compensated.Qualitative research uses purposeful sampling in order to obtain in-depth data from a specific population (Ravitch & Carl, 2016).A purposeful sample is also essential in providing rich in-depth information central to the purpose of the study (Ravitch & Carl, 2016).Merriam and Tisdell (2016) indicated that a purposeful sample consists of participants or settings with specific qualities.A recruitment letter was sent to 10 licensed preschool programs and 15 preschool teachers in northern New Jersey inviting them to participate.The invitation was sent through a public listing and the researcher had no prior knowledge about the preschool programs and no prior connections with any of the potential participants.Seven individuals responded positively and agreed to participate in the study.Participants were informed that participation was voluntary and that they did not have to participate and can withdraw at any time without penalty.Participants consisted of a purposeful sample of six preschool teachers and one preschool instruction coach, all from seven different preschool programs.
Of the seven preschool programs, two were public school preschool programs where the preschool program was located in a local public school, four were preschool programs that contracted with their local public school district under the State of New Jersey Department of Education, and one was a private preschool program with no affiliate to their local school district.

Data collection
This study aimed to explore the strategies preschool teachers use to meet the developmental and individualized needs of preschool children with special needs and to determine how directors support those teachers as part of child-centered pedagogy.Data was gathered through in-depth semistructured one-on-one interviews, which were recorded with participants' consent, and the collection of lesson plans.There were no classroom observations.Semi-structured one-on-one interviews with participants were approximately 60 minutes in length.

Data analysis
Data analysis consisted of transcribing audio-recorded one-on-one interviews.One-on-one interviews were transcribed and emailed to the 7 participants for member checking to verify the accuracy of the audio-recorded interviews.All transcribing and data analysis were conducted by the researcher.Each transcript was read and reread individually in order to extract, organize, and assign open codes to segments of the data relevant to answering the research questions.
Thematic analysis was used to analyze the collected data.In thematic analysis, open codes are used to unearth patterns, which leads to the development of themes (Saldana, 2013;Terry et al., 2017).During the initial data analysis phase, open coding was used in order to descriptively uncover models of regularities in comments.Coded segments in comments and lesson plans were thoroughly reviewed and modified to ensure relevance to answering the research questions before organizing them into a thematic structure (Merriam, 2009;Saldana, 2013).An interpretive descriptive process was used to reveal regularities and patterns of significance to unearth and identify themes relevant to answering the research questions.The researcher continued to compare each theme to confirm that they did support the data and the research questions.

Results
The purpose of this qualitative exploratory case study aimed to explore what strategies preschool teachers use to support the individualized needs of preschool children with special needs as part of a child-centered pedagogical approach, why such strategies were being used, and what strategies program directors used to support preschool teachers with special needs children in their classrooms.Data analysis led to three themes: (1) a constant struggle, extra work, and extra redirecting, (2) a teacher-directed grouping approach with a push for special education, and (3) a lack of support, and a need for training.Teachers explained that they have seen an increase in special needs children in their classrooms.Specifically, a high population of special needs male children who are exhibiting developmental delays and speech or language impairment.Preschool teachers shared their beliefs that special needs children do not belong in a general education classroom, particularly because they do not have a special education background.
Teachers' perception is that they are not prepared to meet the needs of special needs children.Teachers explained that they have a high percentage of boys who are hyperactive with limited attention spans and inconsistencies in language skills.Findings revealed that some preschool teachers use a generalized teacher-directed approach with restrictions on special needs children.Findings also revealed that the 7 participants were not knowledgeable about early childhood theory or about early childhood pioneers such as Erik Erikson, Jean Piaget, and Lev Vygotsky.Such knowledge can place child growth and development into the context of a GPBL approach and can contribute to helping preschool teachers understand the role of child-centered pedagogy and DAP for typically and atypically developing children.

Theme 1: a constant struggle, extra work, extra redirecting
Research question 1 aimed to obtain in-depth insight into the perception of preschool teachers regarding their role within an inclusive classroom relative to meeting the needs of preschool children with special needs.All 7 participants described the teacher-directed academic structure of the classroom and the challenge of having to meet all components of the standard-based curriculum while struggling to meet the needs of special needs children.When asked to explain what they believed their roles were within an inclusive classroom, preschool teachers described having to modify the curriculum and remove children based on inappropriate behavior.Esther, a preschool teacher of 3-year-olds explained this view of her role in an inclusive classroom.She explicitly communicated the academic nature of her classroom practices by stating: I think that we've become more like elementary school.I don't know if I'm wrong to say that.I don't know if it is the Creative Curriculum or I don't know if is the Board of Education that make it like that because we have to follow all the component of the day.
When asked to further explain her role in meeting the needs of preschool children using the Creative Curriculum, Esther stated First of all, I would say, and I maintain my opinion that for the 3-year-olds, Pre-K3, it has to be a different curriculum because the Creative Curriculum is very scripted.I have to modify my curriculum for the different components.I noticed that these kids have difficulty like to stay focused so I modify.
Lucy a preschool teacher of 3-5 year olds, explained this view of her role in an inclusive classroom.She stated that If a child is getting disruptive, I have to try to move the child away so that the lesson can be done with the children who are, you know, engaged.When asked about lesson planning and strategies used to meet the needs of atypically developing children, six preschool teachers explained that they use the Creative Curriculum where the lesson plans are already created.The lesson plan in Figure 3 is an example of a preconstructed Teaching Strategies-Creative Curriculum lesson plan.The lesson plan suggests that classroom practices are teacher-directed with a focus on the New Jersey Preschool Teaching and Learning Standards.
One preschool teacher of 3-year-olds explained that a written lesson plan is not required; however, academics that consist of worksheets with letters, numbers, writing assignments, as well as matching a word to a picture are required along with a fun project.Of the 7 participants, 6 preschool teachers explained that they tend to focus more on the typically developing children rather than children with special needs.Of the 7 participants, 5 described the need for special needs children to be in a self-contained special education classroom rather than an inclusive classroom.Considering the push for special education, the intent of research question 2 was to determine what strategies preschool teachers use to meet the individualized needs of preschool children with special needs in their classrooms.Findings revealed the following theme.

Theme 2: teacher-directed approach with grouping children and a push for special education
All participants explained that strategies included grouping children as part of a small group activity, using visuals, and using a teacher-directed approach.One teacher described using restraints as a strategy.Maria, a preschool teacher of 3-year-olds in a public school, explained that So, I don't know how especially self-contained classroom uses the Creative Curriculum because it is district-wide.I like the Creative Curriculum for general ED.But I don't necessarily feel that it's for special Ed.
Maria continues to explain that So, we use modifications for children that obviously can't answer questions.In the past, I could walk away and set up for the next thing.But now I have to be there just to restrain.And so, in the lesson plan, that part of the restraint that's not written.That's because ideally, the lesson plan should work.But we're doing our own modifications.Physical modifications, to see if that works.
When asked to explain why she thinks that Creative Curriculum is not for special education.Maria stated So small group.The way it should work is, there's an independent group, there's a group with a teacher, and there's a group with the aide.And we are divided into 3 where the highfunctioning ones obviously should be in the independent groups.And then, you know, we teach them.But being that these children don't belong here, it's become more of, let's just focus on learning how to sit, how we're going to teach them.
All 7 participants described having children that are hyperactive, exhibiting difficulty paying attention, sitting, and having speech or language impairments.6 of the 7 participants explained that assessments were conducted and revealed that many of the children did not qualify for special education.All participants also explained that special needs children are pulled out of the classroom for intervention services rather than having intervention services in the classroom where therapists can model DAP strategies.Sonia, a preschool teacher of 3-5 year olds within a public school site echoed Maria's position that special needs preschool children do not belong in a general education classroom by stating: We have general education teachers that have students in their classrooms that definitely don't belong there.And it takes a while to go through the system to get them properly placed.In the meantime, the classrooms have 15-16 students in them and you may just be dealing with one student that has behaviors that are disrupting the entire class.And the teacher is having to deal with that.So, it takes her time away from working with the general education students.
Lucy a preschool teacher of 3-5 year olds, also shared this position and described her experience with an autistic child where she advocated for the child to be removed and placed in a special education program.Lucy explained her view by stating: I felt that I was desperate that she wasn't learning anything.I was always telling my superiors like, look, she's not learning anything she needs special education.She's wasting her time here, and you need to talk to her mom.She needs to understand that she needs special education, and we don't have a setting for special education at this time.She needs one-on-one the whole time.
When asked to describe the strategies teachers use to create their lesson plan and describe how it is structured to support the learning experiences of children with special needs, Zoey, an instructions coach explained: Within their lesson plans, teachers are supposed to be grouping the students.If you have a low-performing group, that lesson although it's the same content, it's going to be delivered differently.For students who are low performing, you might begin with just giving them 2 cars and asking them how many, and if they need support, then you would provide them with a visual.For a more advanced group, you would hold off on the visuals.For an above level, you would kind of do the same thing, but maybe with less guidance and more peer-topeer interaction.The Creative Curriculum has a scope and sequence that teachers can follow.
Esther described the teacher-directed approach and her challenge with grouping children by stating: I believe by them looking at the other kids, it will like, be beneficial for them in explaining how they are going to group materials by color, and how they are going to place the sticks.This is the stick.You can put it on top.You can put it up, but I'm not really drilling them.But all of a sudden, they stand up.And they leave.They take the toy and they go because they want to be by themselves.So, when the master teacher comes to observe me, and she sees that she says it's okay.So, what can I do?What's my role?Like to teach these 2? How about the rest of the 6 in the group?I don't know what to say.So, what are you going to do?
The lesson plan in Figure 4 is another example of a preconstructed Teaching Strategies-Creative Curriculum lesson plan.The lesson plan shows the grouping of children where the teacher will be with Group A, the assistant will be with Group B, and Group C is an independent group.This lesson plan also suggests that classroom practices are teacher-directed with a focus on the New Jersey Preschool Teaching and Learning Standards.Figure 4 also shows the scripted nature of Teaching Strategies-Creative Curriculum lesson plan.This lesson plan suggests a generalized teacher-directed academic approach with a disregard for whole child development.
The intent of research question 3 was to obtain in-depth insight into the strategies that directors use to support preschool teachers who have special needs children in their classrooms.Findings revealed the following theme.

Theme 3: a lack of support and a need for training
Of the 7 participants, 5 described the challenges that they experienced in their inclusive classroom, the need for additional support, the need for training, and the lack of support from the preschool directors.Jennifer a preschool teacher of 3-5-year-olds explained that she receives support from her program director and that the director supports the decisions that she makes.

Conversely, Yvette stated
If I had to pick, the one thing that I find very frustrating about working at my school, it would be their unwillingness to support the teachers with children who need services.You know, because that sets the precedence.
Maria described the stress that she experiences with a lack of support.Maria stated It's hard for me to give all that I have because it's like it's a lot all day.And I was telling my husband like I really need time to just like, I can't.I will go in the bathroom and sit and I'll get in the shower and just like, come out and just like, okay, I need to leave it at work.I need to leave it at work and engage with my own kids, but it's very stressful, very, very stressful.
Zoey, an instructional coach for teachers of 3-4 year old preschoolers echoed this position by stating: I have this one teacher.She is absolutely amazing.But this year she has lots and lots of lots and lots of challenging behaviors.So, her performance is not going to be the same because she's tired, you know.She's tired.She ended up in the hospital like it's a lot for her.Fatigue, burnout, and her heart rate.It was just a whole lot of issues.But when I go in the classroom, I'm like man, like this is a lot!When asked to explain their perception of an inclusive classroom, some 2 participants had a favorable view of inclusion.Zoey, a preschool instructional coach explained that when having preschool classrooms in an elementary school or as part of the local public school district, it is essential for the principal and directors to be knowledgeable about what Pre-K is and what it should look like.Teachers further explained the importance of ongoing training, specifically focusing on special needs children, and the importance of reducing the classroom size.

Discussion
Vygotsky as noted in Berk and Winsler (1995) and DeMonte (2010) argued for the inclusion of children with special needs in the general education population.Findings from the present study provide valuable insight into preschool teachers' perception of an inclusive classroom, meeting the needs of special needs children, and challenges that preschool teachers face in an inclusive classroom.Results revealed that although some special needs preschool children who were evaluated did not qualify for special education, some preschool teachers believe that special needs preschool children do not belong in a general education classroom.What was particularly interesting was that preschool teachers did not describe the strategies they use to assist special needs children in meeting their IEP goals and objectives.This suggests that the main focus might be on meeting all the components of the day and the standard-based Teaching Strategies-Creative Curriculum.Results also suggest that preschool teachers perceive English language learners as having a developmental delay and in need of special education due to lack of speech.This might be a result of a lack of training and lack of knowledge pertaining to early childhood theory.
Teachers described preschool children as requiring special education due to children being active, having difficulty with sitting for long periods of time, difficulty paying attention, and difficulty with being off task with responding to questions.Based on the findings, a conclusion can be drawn that teachers view the natural developmental progression of young children as a deficit.It is important for preschool teachers to understand that children progress through four interrelated stages of intellectual development that may fluctuate between developmental stages (Simatwa, 2010;Singer & Revenson, 1996).Findings also suggest a divergence away from the contributions of early childhood pioneers who provided the foundation for understanding young children's development, interrelated stages of intellectual development, and the use of DAP.Findings suggest that this diversion might be a result of the program's curriculum and standardsbased movement, which plays a fundamental role in preschool teachers negating DAP in favor of a more traditional academic teacher-directed approach that focuses on assessing mastery of knowledge.Lecavalier et al. (2006) and Smolleck and Duffy (2017) called attention to the association between teacher burnout and an inclusive classroom.Findings from the present study suggest that although teachers reported modifying the program's curriculum, the potential influence of pressure from the standard-based curriculum and meeting all components of the curriculum resulted in the growing trend towards negating a developmentally appropriate GPBL approach that is child-centered.Pressure from the standard-based curriculum that is focused on measuring mastery of academic achievement with special needs children, and a lack of knowledge about child growth and development can result in preschool teachers not understanding that typically and atypically developing children can be physically active, exhibit limited attention span, and difficulty sitting for long periods.Perhaps such pressure and lack of knowledge can also result in frustration, stress, and teacher burnout.It is also essential for preschool teachers to understand that preschool children are learning to develop physical control, language skills are limited, and they can only focus on one idea at a time (Piaget & Inhelder, 1969;Siegler, 1986;Washington, 2013).Mulvihill et al. (2002) highlighted the importance of training as an approach to counteracting negative perceptions about inclusion in early childhood education.The present study sought to explore the strategies that directors use to support preschool teachers with special needs children in their classrooms.Findings of concern include teachers' descriptions of practices such as restraining young children, a focus on typically developing children, a lack of support from principals and directors, and a lack of training.Furthermore, when asked about knowledge pertaining to early childhood theory, all participants were not knowledgeable.However, all participants echoed Mulvihill et al. (2002) argument about the importance of training, specifically on best practices for special needs children.Results also suggest the importance of training on early childhood theory relative to the contributions of Erik Erikson, Jean Piaget, and Lev Vygotsky as theoretical tools needed to guide DAP in inclusive classrooms.Perhaps participants' suggestions pertaining to having smaller class sizes in an inclusive classroom and joint training with principals and directors about early childhood theory can contribute to preschool teachers having a positive attitude about having special needs children in their classroom and perceiving their roles as facilitators.

Conclusion
Comparable to Vygotsky's claim that classroom practices of special needs children should mirror that of typically developing children, the fundamental goal of IDEA is an inclusive educational setting for special needs children (Berk & Winsler, 1995;DeMonte, 2010).Vygotsky further argued for modifications in classroom practices on the premise of a GPBL approach that can stipulate the experiences of special needs children to reach a higher level of functioning (Berk & Winsler, 1995).Piaget's constructivist approach to teaching and learning underscores the need for a meaningful child-centered approach that accentuates assimilating, accommodating, and equilibrium of information on the fundamental premise of young children's developmental stage (Kim, 2015;Vaksalla & Hodshire, 2013), rather than a teacher-directed approach with a focus on standardization.Although teachers explained that the program's curriculum was modified, teachers' perception of special needs children not belonging in a general education classroom appeared to be linked to the program's curriculum which lends itself to a teacher-directed approach rather than a child-centered approach.
It also appears that the shifts in preschool expansion with the overlap of preschool and elementary (United States Department of Education, 2004) have altered the way that preschool teachers think about classroom practices (Brown & Lee, 2012).Furthermore, the shift towards preschool expansion that places an emphasis on a scripted standard-based curriculum with a teacher-directed approach that focuses on measuring mastery of skills, suggests a traditional one-size-fits-all approach to teaching and learning in preschool classrooms.This conflicts with the concept of ensuring inclusive and equitable quality education (United Nations, 2016) considering that some children with special needs can exhibit negative behaviors due to delays in speech and language, cognition, socialization, and difficulties staying on task (Ali & Mahamod, 2015;Smolleck & Duffy, 2017).Special needs children need to be active participants in their learning experiences; therefore, the classroom curriculum should be child-centered, individualized, and based on children's everyday experiences (Dewey, 1990;Ulrich, 2016).When young children with special needs are excluded from the general education curriculum, it can have negative effects.This includes limiting communication and social skills with typically developing children, leading to stigmatization and social exclusion.Results show that some preschool teachers may hold the belief that children with special needs should not be in general education classrooms.This could be due to inappropriate classroom practices, the implementation of a scripted curriculum that follows a standardizedbased approach to teaching and learning, and limited views on the abilities of preschool children with special needs.Results also suggest that the State of New Jersey Department of Education should implement programmatic policies and regulations to address this issue.It is crucial for stakeholders, policymakers, local school districts, and community-based programs to work together to ensure that preschool children with special needs have access to the least restrictive environment (LRE) and a strong policy that underscores all children can learn (ACCL).This policy should align with IDEA, early childhood theory, developmentally appropriate practices (DAP), and the role of guided play-based learning (GPBL) as a critical component in the child-centered approach to teaching and learning.
Having an ACCL policy is crucial in making sure that preschool children with special needs receive the same level of education as typically developing children.It also promotes high-quality early childhood education by avoiding a scripted curriculum.Results show that more special needs children are attending preschool, which can cause frustration, stress, and teacher burnout.The ACCL policy is fundamental in addressing this by prioritizing specialized training to help preschool teachers effectively implement child-centered pedagogy for typically and atypically developing children.These policies and regulations are essential in promoting inclusive and equitable early childhood education in New Jersey and beyond.

Limitation and recommendation for further research
The population and sample size for this exploratory case study emerged from the guidelines outlined by Merriam and Tisdell (2016), Ravitch andCarl (2016), andThomas (2015).This case study consisted of a purposeful sample of 7 participants.Ravitch and Carl (2016) pointed out that there are no specific rules for the number of participants to include in a case study.Thomas (2015) argued that the purposeful sample needs to consist of participants who are knowledgeable about the research topic.Although there are no specific rules for a case study, one limitation of this study was the small sample size of 7 participants.
In spite of the small sample size, participants provided in-depth data that described how they perceive their role within an inclusive classroom relative to meeting the needs of special needs children.Another limitation was that preschool directors were not interviewed to explain the strategies that they use to support preschool teachers with special needs children in their classrooms.Considering that preschool directors were not included in the present study, further research on the strategies that directors use to support preschool teachers with special needs children in their classrooms can further explore the phenomenon and contribute to existing research.
Figure 1.Primary disabilities of young children ages 3-5 in New Jersey.

Figure 2 .
Figure 2. Special needs by sex of 3-5 year old children.Note.3-5-year-old special needs children in New Jersey from 2017 -2021.
Maria a preschool teacher of 3-year-olds, explained her role in an inclusive classroom by stating: So right now, I'm seeing my role as a personal aid because again, I'm shadowing.

Figure
Figure Standard-based lesson plan.Note.Teaching Strategies -Creative Curriculum lesson plan with a focus on a standards-based structure.

Figure
Figure 4. Scripted lesson plan shows grouping children Note.Teaching Strategies -Creative Curriculum scripted lesson plan that shows grouping children.