Top-Down View of Experiential Understandings of Inclusion from Instructional Personnel in a Public Preschool Program

Autor/in	Diltz, Heather L.
Titel	Top-Down View of Experiential Understandings of Inclusion from Instructional Personnel in a Public Preschool Program
Quelle	(2021), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Greenville University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Inclusion; Early Childhood Education; Preschool Teachers; Training; Teacher Education; Special Education; Teaching Methods; Individualized Instruction; Teacher Attitudes; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausbildung; Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Lehrerverhalten; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht
Abstract	Inclusive education initially appeared in research in the 1980s and was put into practice in the 1990s. The benefits of inclusion in early childhood education have been acknowledged by the U.S. Department of Education, the Division for Early Childhood, and the National Association for the Education of Young Children and investigated by previous research (Hebbler & Spiker, 2016), however, documentation of teacher perceptions and experiences of inclusionary education are limited. This mixed methods study examined the professional experiences and perceptions of instructional personnel at a public preschool. A survey completed by instructional personnel investigated specific needs for training, areas needing additional support, and examples of strengths within one inclusive program. The survey requested the experiential understandings and perceptions the instructional staff gathered after one year in an inclusive preschool environment. The results of this study concurred with previous research findings. While the inclusionary staff of the study program agreed inclusionary education benefits all students, they expressed a need for additional training in special education and methods for teaching in an inclusive classroom, as well as the need to hire additional support staff to feel confident supporting an inclusive learning environment. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01