A Document Analysis of the National Association for the Education of Young Children's Developmentally Appropriate Practice Position Statement: what does it tell us about supporting children with disabilities? (original) (raw)
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Proceedings of the International Conference of Early Childhood Education (ICECE 2017), 2018
Inclusive education services for early childhood are expected to provide opportunities for all children regardless of their conditions to be able to obtain equal rights in education and learning process. The number of early childhood students with special needs increases each year, but the education services that can be provided by early childhood institutions are still very minimal.Inclusion involves creating situations in the setting that support the needs of the student; mainstreaming children, on the other hand, involves having students with disabilities learning to be in a general education setting [1].Teachers' knowledge of the condition and diversity of children with disabilities is still said to be lacking as well. Similarly, the implementation process of learning for children with special needs has not been well enough. This study aims to analyze the needs of early childhood learning in schools for children with special needs, so that later the school can design and provide the appropriate learning experience in inclusive early childhood education Introduction The result of data analysis shows that there is no clear reference related to the curriculum, planning and learning assessment standard for early childhood students with disabilities. In addition, the means associated with the mobility of children in learning activities is still very minimal. It can be concluded that inclusive early childhood education needs to have individual education program and supporting infrastructure in learning activity.
Early Childhood Education and Care for Children with Disabilities: Facilitating Inclusive Practice
Day Care & Early Education, 2007
In this case study, a co-operative inquiry process was used to facilitate the expansion of inclusive early childhood education and care practices in a rural community in the Midwest. A university and a community researcher first engaged in interviews and site visits, during which they learned how a three-member inclusion team of early care and education professionals initiated changes in practice from self-contained to inclusive special education and therapy. Key practices included responding to families’ priorities, changing roles, and providing integrated services and support for children’s successful transitions into Kindergarten. The second part of the research consisted of action planning during focus groups and community meetings, which resulted in social recognition from the school district, technical assistance through state improvement grant funding, and better preschool options for young children with disabilities.
Early Childhood Teachers' Knowledge of Teaching Children with Disabilities
Australasian Journal of Early Childhood, 2003
In recent years an educational practice has been to increasingly promote the inclusion of students with disabilities into mainstream schools. This trend relies on early childhood teachers utilising their knowledge and skills to successfully induct children with disabilities into the education system. This paper describes early childhood teachers' knowledge of children with disabilities, focusing on their sources of knowledge and experiences in teaching children with disabilities in mainstream settings. Utilising qualitative methodology the study disclosed common factors teachers considered crucial to effective inclusion, including sources and forms of knowledge, teachers' attitudes and expectations, types of support and changes in teaching practices. In addition, the process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge.
Creating a New Mainstream: An Early Childhood Training Manual for an "Inclusionary" Curriculum
1982
Tbe manual presents background and application information on providing an "inc;usionary" approach to the education of young,dhildren. "Inclusionary" was expanded from nonsexist, multicultural-perspectives'to thit of persons with disabilities. Project REED 'Olesourees on Educational Equity for the Disabled) developed and field-tested classroom materials designed to incorporate images of disabled people and peaple of both sexes and ilrany cultutes in nontraditional toles. Workshop iormats emphasized a:areness training. Nine papers present perspectives of teachers (e.g. 'The Teacher as Researcher: Elementary Biases troll Classroom Materials" by N. Gropperi., parents (e.g: "A Parent's View of iMainstreaming" by S..Vuolo) and a disabled i'ights activist ("Disabled Women: The Case of the Missingi Role Model" by K. Corbett). PToject REED wdrkshops are 914scussed in the latter part of the guide; Warm-up activities are presented Cincluding am activity focusing-on notable , women with disabilities. Workshop awareness tasks emphasize three topics: equitable early childhood classroom materials, inclusionary i curricula, and inclusionary home enfvironment. Appended material includes a list of recommended toys and books. (CL)
İnsan ve Sosyal Bilimler Dergisi
This research aims to investigate early childhood educators’ sentiments, attitudes, and concerns towards students with special needs, their efficacy related to inclusive education practices, and how they follow students with special needs in their classrooms. This study uses a convergent/parallel mixed methods research design, including quantitative and qualitative research designs. The sample size of the quantitative part of the study is 135 early childhood educators. The participants for the qualitative part are ten early childhood teachers working with special needs children. The quantitative part of the study uses the scales of sentiments, attitudes, and concerns related to inclusive education and teacher efficacy during inclusive education practices. For the qualitative part of the study, researchers developed interview questions to collect data related to inclusive practices in early childhood education. The quantitative data is analyzed using the Kruskal-Wallis, Mann-Whitney,...
Supporting Children with Developmental Delays in the General Education Preschool Classroom
2020
Increasing numbers of preschool-age students with developmental delays and other disabilities are educated in the general education classroom. Legislation, including the Individuals with Disabilities Education Act (IDEA), has supported the idea of classroom inclusion. In the inclusive classroom, preschoolers with developmental delays are educated in the least restrictive environment and attend class with typically developing peers. Because high-quality preschool programs already include play-based learning and an individualized curriculum, the preschool classroom naturally yields itself to inclusion practices. Although early childhood professionals may feel unprepared and apprehensive about teaching children with developmental delays, there are many methods available for supporting children with developmental delays that are practical to implement in the preschool classroom. Some ways children with developmental delays are supported in the classroom include specific strategies for i...
2018
Drawing on the Whole Schooling principles and Pierre Bourdieu's sociological concepts of habitus, capital and field, this qualitative case study explored and analysed preschool teachers' pedagogical behaviors and attitudes toward children with disabilities in three rural kindergartens in the Kpando district of Ghana. The study focused specifically on the teachers' verbal and non-verbal behaviors enacted through their pedagogical practices and the environment in which they work. A Bourdieuian analysis of data generated through observation and interviews demonstrated that the teachers worked in a constrained education field with limited resources to support children's learning. While the teachers claimed that they value children with disabilities, their verbal and non-verbal behaviors enacted through their pedagogical practices were inconsistent with their claim of valuing children with disabilities. The findings further pointed to cultural beliefs as contributing to the ways the teachers conceptualized and delivered pedagogy as normalized practices. The discussion of the results raised implications for improved resources and the need to urgently support teachers to transform entrenched social and cultural conceptions of disability and pedagogy to enhance inclusive practice in Ghanaian preschools that include children with disabilities.