Teaching All Children: Preparing Early Childhood Preservice Teachers in Inclusive Settings

Autor/inn/en	Voss, Joy A.; Bufkin, Linda J.
Titel	Teaching All Children: Preparing Early Childhood Preservice Teachers in Inclusive Settings
Quelle	In: Journal of Early Childhood Teacher Education, 32 (2011) 4, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2011.622240
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Methods Courses; Field Experience Programs; Young Children; Course Content; Special Needs Students; Inclusion; Teacher Competencies; Early Childhood Education; Special Education Teachers; Mainstreaming; Educational Methods; Self Esteem; Teaching Skills; Professional Development Schools; Urban Schools + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Praxisnahes Lernen; Frühe Kindheit; Kursprogramm; Sonderpädagogischer Förderbedarf; Inklusion; Lehrkunst; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Educational method; Erziehungsmethode; Self-esteem; Selbstaufmerksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Preparing early childhood and early childhood special education preservice teachers for inclusive settings is the focus of this article. The need for all teachers to be prepared for inclusive settings has become evident with the growing diversity of children in every classroom. Integrating inclusive content throughout the teacher preparation program sets the expectation for inclusion in the schools. The standards from the Division for Early Childhood of Council for Exceptional Children and the National Association for the Education of Young Children provide a framework to link inclusive content and fieldwork to preservice teacher experiences. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10