Problem Statement: Since the law related to the inclusion of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of preschool inclusion, preschool teachers usually do not want children with special needs in their classrooms because of their lack of knowledge and skills regarding inclusive practices. It has been established that teachers are the most important component of inclusion, and in order to increase the success of inclusive practices, they should be prepared to teach in heterogeneous classrooms that include children with and without disabilities. Purpose of Study: To develop and implement an effective and functional training program for inclusive preschool classroom teachers, we aimed to

The purpose of the current study was to investigate the knowledge and attitudes of preschool teachers regarding inclusive practices and to determine the relationship between knowledge and attitudes of the teacher about inclusion. Two instruments were used for data collection: The Inclusion Knowledge Test developed by the researchers and the Turkish form of Opinions Relative to Integration of Students with Disabilities. 30 preschool teachers who have children with disabilities in their classrooms participated in the study. The results of analysis provided the specific information about what the teachers know and do not know about inclusive practices. In addition, it was found that teacher attitudes towards inclusion were neither positive nor negative and there is no significant relationship between the level of knowledge and attitudes of the teachers. All findingswere discussed in terms of preschool teacher training programs and several suggestions were made to train teachers who are able to work with young children with disabilities in regular classrooms.

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