Abstract

act The main purpose of this research was to explore early childhood education
teachers', principals', and parents' perceptions of the role of spirituality in the lives of
children with special needs, and how educators and schools can support the spiritual
development of these children. Three preschools, the Buddhist, Christian, and Waldorf
schools, were purposefully selected on the basis that each of them reflects a philosophy that
includes the spiritual. Three themes emerged from the data analysis: (a) the influence of the
schools' religion and/or spiritual orientations on inclusion; (b) support provided for the
spiritual development of children with special needs; and (c) the role of spirituality in the
lives of children with special needs. By drawing attention to and offering a preliminary
study on early childhood inclusion and spirituality, I hope to encourage more scholars and
educators to engage with research and debate on this important yet under-studied
dimension of early childhood