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1.
This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.  相似文献   

2.
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3.
It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion.  相似文献   

4.
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities.  相似文献   

5.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives.  相似文献   

6.
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed.  相似文献   

7.
This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre‐ and post‐intervention; this was a research‐based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post‐intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific.  相似文献   

8.
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.  相似文献   

9.
The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.).  相似文献   

10.
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted  相似文献   

11.
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and linguistically diverse children drawn from 84 classrooms, 34–63 months old (M = 50.8, SD = 6.5). Each child's engagement was observed and rated multiple times within a single day. Results suggested that children's engagement varied significantly across the preschool day. Activity settings that provided children with a greater degree of choice (free choice and outdoor time) were associated with more positive engagement with peers and tasks, while teacher-structured activities were associated with more positive engagement with teachers. Transitions emerged as a difficult part of the day, associated with less positive engagement with teachers and tasks. Older children were rated higher on peer and task engagement. These findings, together with previous research, suggest that both characteristics of the classroom setting and child factors are associated with children's classroom engagement throughout a day in preschool.  相似文献   

12.
关于学前全纳教育有效性的思考   总被引：5，自引：5，他引：5  
本文通过学前全纳教育对特殊幼儿发展的影响、对普通幼儿发展的影响、对教师的影响、对家长的影响,以及学前全纳教育经费等五个方面进行分析,认为学前全纳教育是有效的,值得推广。  相似文献   

13.
随着学前全纳教育的开展,很多幼儿教师在面对班级中有特殊需要的幼儿时感觉专业技能缺乏。在创设环境时,教师要时刻考虑特殊幼儿需求,使环境具有安全性、参与性、创造性和接纳性;在设计活动时,教师在活动计划、材料选择、任务分析及分组等方面都要考虑特殊幼儿;在开展活动时,教师在站位、讲解与示范、提问、倾听、引导和反馈、鼓励与赞扬等方面也要考虑特殊幼儿。在全纳班级中教师需合理运用专业技能,适当调整教育活动组织的策略,从而满足特殊幼儿的需要,让每个幼儿都能从教育活动中受益。  相似文献   

14.
Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using the STIP-approach for their science lessons were compared to teachers using their regular programme. 16 teachers and 306 children were observed and received questionnaires at four different times. Results show that using the STIP-approach resulted in more differentiation in task, content, and process. Moreover, children of STIP-teachers who showed many types of differentiation activities learnt more than children of STIP-teachers who differentiated less.  相似文献   

15.
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.  相似文献   

16.
Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self-reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11-item revised PSSIE – Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self-reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re-examine the strategies provided to support preschool teachers in this journey towards quality inclusive education.  相似文献   

17.
Abstract

This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children were interviewed. In contrast to teachers in a previous study who did not have teacher certification, the teachers in the present study believed that play supported children's learning and development and indicated that play was an integral part of their curriculum. Approximately 30% of the teachers who were interviewed said they did not allow children's rough and tumble play either because they thought it was dangerous or it would promote aggression. All of the Pre‐K with disabilities teachers and half of Pre‐K regular teachers said they provided support for play of children with disabilities in their classes. Their reported support focused more on cognitive aspects of play than on social interactions. Children's ideas about play were similar to those in the 1987 study.  相似文献   

18.
In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers’ emotionally and organizationally supportive behaviors and children's engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children's positive engagement with teachers, tasks, and peers as well as negative classroom engagement. Cross-lagged autoregressive models were used to test for time-lagged associations which, if present, could be unidirectional or bidirectional. Results indicated teachers’ emotionally and organizationally supportive behaviors were related to later child engagement in seven of eight models. Furthermore, in two of those seven models, we found evidence of bidirectional associations whereby children's engagement was associated with later teacher emotional and organizational supports. Findings are discussed in terms of understanding classroom processes over the course of a day in preschool.  相似文献   

19.
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low‐income, racially/ethnically diverse 4‐year‐old children in 49 preschool classrooms in one medium‐sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self‐regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self‐regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found.  相似文献   

20.
美国的《幼儿学习环境评量表（修订版）》,作为世界各国广泛使用的学前教育评价量表,不仅可以有效地评估幼儿学习环境的质量,而且能够对特殊儿童的需要进行评估。该量表对空间和设施、个人日常照料、语言-推理、活动、互动、作息结构、家长和教师七方面内容进行评估。本研究根据该量表,通过对北京市7家随班就读幼儿园的40间教室进行为期2个月的评估发现：幼儿园可以通过提高学习环境质量来更好地实施特殊儿童的随班就读教育方案。研究结果表明,北京市随班就读幼儿园需在以下五个方面做出改善：教室安排/布置、教学材料、游戏活动、自由时间,以及针对特殊儿童的服务和策略。  相似文献   

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