Examining the Expectations of Early Years' Teachers in the U.A.E. Regarding a Successful Start to School for Children with and without Special Educational Needs

Autor/inn/en	Takriti, Rachel A.; Elhoweris, Hala; Atkinson, Susan J.
Titel	Examining the Expectations of Early Years' Teachers in the U.A.E. Regarding a Successful Start to School for Children with and without Special Educational Needs
Quelle	In: Early Child Development and Care, 190 (2020) 4, S.516-525 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1480144
Schlagwörter	Foreign Countries; Early Childhood Teachers; Special Needs Students; Special Education; Teacher Expectations of Students; Down Syndrome; Students with Disabilities; Academic Achievement; Young Children; Knowledge Level; Family Relationship; Personality Traits; Social Adjustment; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulleistung; Wissensbasis; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziale Anpassung; Vereinigte Arabische Emirate
Abstract	Starting school has been shown to correlate with later school outcomes. The success of the transition of special educational needs (SEN) pupils depends on the child's adaptation to the new environment and on the teachers and school supports to facilitate learning. Previous research indicates that expectations of teachers toward pupils with SEN have been low. The aim of this study was to examine Early Years teachers' expectations with respect to the transition experience of children with Downs Syndrome and those without SEN in the U.A.E. Teachers working in the U.A.E. in Early Years' education completed a questionnaire twice, once thinking about their expectations of a child without any SEN and once thinking about a child with Downs Syndrome. Findings demonstrated a different pattern of expectations depending on whether the child had Downs Syndrome or no SEN, indicating, in general, a lower set of academic expectations for children with Downs Syndrome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01