Early Childhood Classroom Teachers' Perceptions of Successful Inclusion [electronic resource] : A Multiple Case Study / Mary K. Smith and Larry L. Dlugosh.
This study assessed which factors early childhood regular education classroom teachers, grades kindergarten through third, perceive as promoting or hindering the successful practice of inclusion. Three research questions formed the basis of this study: (1) How do early childhood classroom teachers (...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 100 | 1 | |a Smith, Mary K. | |
| 245 | 1 | 0 | |a Early Childhood Classroom Teachers' Perceptions of Successful Inclusion |h [electronic resource] : |b A Multiple Case Study / |c Mary K. Smith and Larry L. Dlugosh. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
| 300 | |a 23 p. | ||
| 500 | |a ERIC Document Number: ED433936. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Conference of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). |5 ericd. | ||
| 520 | |a This study assessed which factors early childhood regular education classroom teachers, grades kindergarten through third, perceive as promoting or hindering the successful practice of inclusion. Three research questions formed the basis of this study: (1) How do early childhood classroom teachers (K-3) describe their perceptions of inclusion? (2) How do they describe their perceptions of successful inclusion? and (3) How do they describe their perceptions of unsuccessful inclusion? Six teachers were randomly selected from survey respondents to participate in four interviews. Findings showed that the teachers all shared the same basic beliefs regarding the importance of inclusion. Teachers' comments regarding successful versus unsuccessful inclusion revealed four themes: training, class load, support, and time. Recommendations drawn from the study include the following: (1) keep class size to a reasonable number; (2) keep case loads of resource personnel reasonable; (3) provide each regular education classroom with a consistent paraprofessional assigned for no less than half a day; (4) do not expect regular education teachers to deliver the instruction alone; (5) provide time for planning and collaboration; (6) keep inservice training practical and relevant; (7) advise and evaluate new para-educators at the time of hiring regarding new tasks that come with inclusion; (8) provide comprehensive training; (9) have administrators spend time teaching in an inclusive classroom; (10) provide for evaluation; and (11) provide a mediator for teachers. (Contains 26 references.) (EV) | ||
| 650 | 0 | 7 | |a Case Studies. |2 ericd. |
| 650 | 0 | 7 | |a Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Inclusive Schools. |2 ericd. |
| 650 | 0 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 1 | 7 | |a Regular and Special Education Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Regular Education Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Special Needs Students. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 700 | 1 | |a Dlugosh, Larry L. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED433936.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED433936 |h Other scheme |i web |n 1 |