Effectiveness of the Whole Inclusive School Empowerment (WISE) project in supporting preschool children with diverse learning needs

Abstract

Aim: The aim of the study was to evaluate the effectiveness of the Whole Inclusive School Empowerment (WISE) project in supporting preschool children with diverse learning needs. Method: This study adopted a mixed method design. The quantitative section was a quasi-experiment comprising eight intervention preschools (378 students, 68 teachers) with a support team of an educational psychologist and a teacher coordinator, compared with eight control preschools (281 students, 61 teachers) without the support team. Teachers completed questionnaires on students’ school readiness and behavior as well as their own teaching efficacy at pre-intervention, mid-intervention, and post-intervention. The qualitative part consisted of preschool principals and teachers participating in focus group discussions. Results: The quantitative results indicated a significant interaction effect (group X time) for students’ school readiness, behavior problem and prosocial behavior, as well as teachers’ efficacy. Qualitative findings from principals and teachers also showed that the WISE project brought benefits to the preschools, teachers, students and parents. Conclusions: The results provided promising evidence on the effectiveness of the WISE project in supporting preschool children with diverse learning needs.