Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field |
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| Authors: | Cathy C Mogharreban and Deborah A Bruns |
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| Institution: | (1) Department of Curriculum & Instruction, Early Childhood, Southern Illinois University, MC 4610, Carbondale, IL 62901, USA;(2) Department of Educational Psychology and Special Education, Southern Illinois University, MC 4618, Carbondale, IL 62901, USA |
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| Abstract: | In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based
on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special
education teacher, and two university professors, one traditional early childhood and one specializing in early childhood
special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive
early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed,
collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. |
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| Keywords: | Inclusion Pre-kindergarten Inclusive environments |
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