Literaturnachweis - Detailanzeige
Autor/inn/en | Yeo, Lay See; Neihart, Maureen; Tang, Hui Nee; Chong, Wan Har; Huan, Vivien S. |
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Titel | An Inclusion Initiative in Singapore for Preschool Children with Special Needs |
Quelle | In: Asia Pacific Journal of Education, 31 (2011) 2, S.143-158 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0218-8791 |
Schlagwörter | Learning Disabilities; Preschool Children; Foreign Countries; Special Needs Students; Inclusion; Mainstreaming; Qualitative Research; Interviews; Cooperation; Interpersonal Communication; Barriers; Teacher Competencies; Delivery Systems; Regular and Special Education Relationship; Attitude Measures; Teacher Attitudes; Parent Attitudes; Administrator Attitudes; Singapore Learning handicap; Lernbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Sonderpädagogischer Förderbedarf; Inklusion; Qualitative Forschung; Interviewing; Interviewtechnik; Co-operation; Kooperation; Interpersonale Kommunikation; Lehrkunst; Auslieferung; Lehrerverhalten; Elternverhalten; Singapur |
Abstract | This paper describes a preschool inclusion initiative in Singapore, which currently has no mandate for integrating children with special needs in mainstream schools. This very small-scale qualitative study involving children with mild learning disabilities discusses a therapy outreach programme by a local children's hospital. It explores the supports and challenges of this experience based on interviews with therapists, teachers, principals, and parents. Facilitators of inclusion included communication, collaboration, availability of training and resources, and a readiness for inclusion. Barriers to inclusion included person-related hindrances, structural obstacles, gaps in programme delivery, and limited specialized training and resources. We learned that in the absence of mandatory provisions for inclusion, children with special needs can be supported in regular education when there is "buy in" for early inclusion and intervention amongst key stakeholders. Practical strategies toward this end are discussed. (Contains 1 table.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |