Empowering Parents and Preschool Teachers: A Study on Inclusive Early Childhood Education

Abstract

Inclusive education ensures that all children can attend their neighbourhood school alongside their peers and friends (Heimsmarkmiðin um sjálfbæra þróun [United Nations Sustainable Development Goals], n.d.). It benefits individual children and contributes to broader societal awareness of the rights and abilities of all children. Inclusive education is founded on principles of equality and respect for diversity (UNESCO, 2021). Effective collaboration between parents and schools, based on mutual respect and shared decision-making, is crucial for fostering an inclusive learning environment (European Commission, 2021).

According to the Icelandic National Curriculum for Preschools (Mennta- og menningarmálaráðuneyti [Ministry of Education, Science, and Culture], 2012), collaboration between preschool staff and parents should be rooted in mutual understanding and respect for each other’s perspectives and knowledge. Trust, the ability to share viewpoints, and joint decision-making regarding individual children are essential. While the importance of strong communication with parents is widely recognised, practical implementation is often challenging. This is particularly true in interactions with parents of children in vulnerable situations or with special needs, who frequently feel powerless and dependent on expert opinions (Kyriazopoulou et al., 2017; Murdoch et al., 2022).

This study, conducted in two preschools in Reykjavik, was part of the Erasmus+ project Be Inclusive: Towards Inclusion of Children with Special Needs and Their Parents in ECEC (Be-In). The project involved universities, municipalities, and preschools from Portugal, Belgium, and Iceland, focusing on promoting inclusive early childhood education by analysing research and policy related to inclusive preschool practices and parental collaboration. The study also aimed to enhance the professional competencies of preschool educators in working with children with special needs and fostering strong relationships with their families. The specific goal of the research in Iceland was to empower parents of children with special needs, emphasising team meetings and communication between parents and classroom head teachers.

Research indicates that preschool participation positively impacts children’s well-being and academic success. Ensuring that all children, particularly those in vulnerable situations, have access to quality early education is a key priority (European Commission et al., 2025). Preschool education can reduce social inequalities and bridge gaps between children from diverse backgrounds. However, access to preschools remains inadequate in many European countries, including Iceland. Many municipalities struggle with gaps in early childhood care between parental leave and preschool enrollment, and children with special needs are not always welcomed into all preschools (Leseman & Slot, 2014). Parents of children with special needs advocate for their children’s right to inclusive education and their participation in society (Cologon, 2022).

Despite existing policies supporting inclusion, families often face difficulties in determining whether their child with special needs will be accepted into a preschool and what support will be available (De Schauwer et al., 2023). In Iceland, there are no laws mandating universal preschool access, although preschools are considered the first level of education (lög um leikskóla [Preschool Act] No. 90/2008). Some municipalities prioritise preschool placement for children with special needs (Hafnarfjörður, n.d.; Reykjavíkurborg [City of Reykjavik], n.d.). The Act on Integrated Services for Children’s Well-being (No. 86/2021) aims to ensure that children and parents who require support can access coordinated services without barriers.

Despite these policies, parents of children with special needs frequently face challenges in finding preschools that meet their children’s needs. International studies have shown that parents encounter systemic barriers, negative attitudes, prejudice, and exclusionary practices within educational institutions (Eilers, 2020). When children with special needs are placed in special schools or segregated programmes within preschools, early childhood education can become the first step toward exclusion (Macartney & Morton, 2013; MacLure et al., 2012). Research indicates that many schools are unprepared to meet the needs of all children due to a lack of resources, trained staff, and specialised facilities. This results in a failure to implement inclusive policies effectively, often leading to solutions such as specialised training that promote segregation within the school setting (Cologon, 2022; Underwood, 2012).

Findings from this study highlight that, despite policies supporting inclusive preschool education, barriers persist, indicating that not all preschools are genuinely inclusive. Empowering parents and ensuring that their perspectives are acknowledged increases the likelihood that children with special needs receive appropriate support. Strengthening the role of classroom head teachers and incorporating creative strategies, such as using videos in team meetings, enhances inclusive practices and improves collaboration between parents and preschools. These findings have practical implications for preschool staff seeking to implement inclusive practices. Ensuring that policy implementation aligns with practice is crucial to guaranteeing equitable access to preschool education and fostering learning environments where all children can thrive.