Grant, June Elizabeth2015-05-212015-05-212015-05-21https://hdl.handle.net/2139/39997This qualitative case study investigated the concerns of three early childhood care and education (ECCE) teachers regarding inclusive practices in their mainstream classrooms within the Victoria Education District in Trinidad. Data were collected through interviews, observations, and field notes. The findings indicated that: 1) there was a need for stronger teacher collaboration and 2) the teachers had a propensity to underestimate their professional training as a prerequisite for successful inclusion.enCase studiesEarly childhood care and educationConcernsInclusive educationRegular class placementTeacher attitudesTrinidad and TobagoThesis