Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

Autor/inn/en	Noggle, Amy K.; Stites, Michele L.
Titel	Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience
Quelle	In: Early Childhood Education Journal, 46 (2018) 5, S.511-522 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stites, Michele L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0879-1
Schlagwörter	Inclusion; Preschool Children; Qualitative Research; Student Experience; Hermeneutics; Classroom Observation Techniques; Interviews; Parent Surveys; Teacher Surveys; Social Development; Attitudes toward Disabilities; Student Improvement; Early Childhood Education; School Effectiveness + Suchen Sie Ihr Suchwort? Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Studienerfahrung; Hermeneutik; Interviewing; Interviewtechnik; Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schuleffizienz
Abstract	In this qualitative study, we examined the lived experiences of three typically developing children participating in inclusive preschool programs for children with special needs. Inclusion has been considered a best practice in early childhood programs for many years; however, some may still argue that the benefits for children with disabilities are greater than for those without. Prior research has explored the benefits of inclusion for young children with special needs but has not focused as intentionally on the benefits for young children with typical abilities. In this study, we followed three preschool children with typical development for one school year. Employing an hermeneutical framework, we used observations, interviews with teachers and parents, and artifact reviews to examine how these three children made meaning of their experiences. Findings indicated that all three children made social gains and demonstrated improved perceptions of peer with disabilities after participating in their respective programs. The results suggest that inclusive preschool programs may be viewed as beneficial for all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01