Inclusion of children with special needs in school-age child care programs

Hall, Alice; Niemeyer, Judith A.

doi:10.1007/bf02694233

“…A considerable number of benefits to inclusion have been identified and extensively researched within the literature. Additional themes, from those presented in the introduction that emerged from the literature include social acceptance (Banerji & Dailey, 1995;Hall & Niemeyer, 2000;O'Rourke & Houghton, 2009;Perlman, Kankesan & Zhang, 2008); building self-esteem for children with special needs (Banerji & Dailey, 1995;Kucuker, Acarlar & Kapci, 2006); positive experience for all (Kucuker, Acarlar & Kapci, 2006;Leatherman, 2007;Perlman, Kankesan & Zhang, 2008); and, collaboration within teams and children themselves (Hollingsworth, Able Boone & Crais, 2009;Leatherman, 2007;Mancini & Layton, 2004;Rose, 2001). As evident in the literature, there are many benefits to inclusion for all individuals.…”

Section: Benefits To Inclusionmentioning

confidence: 99%

Early Childhood Educators' Perception of their Training and Support Needs for Inclusive Education

Siwik¹

2023

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0

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Inclusion literature is multifaceted; demonstrated by variation in meaning and interpretation of the concept. Within the body of literature on inclusion, educators' perceive training and support needs as key barriers to practicing inclusive education. The current study explores the perceptions of twenty early childhood educators across Toronto, Ontario about their own training and support needs for enacting inclusive education. A qualitative interview method, and triangulation with two questionnaires were used to collect data. The social model of disability was the theoretical framework that guided the research project. Major themes came from the topics identified in the literature and elicited through interview questions. Several subthemes also emerged during data analysis. Results of the thematic analysis suggest that opportunities for ongoing training and more access to resources are sought by educators and might increase confidence in their ability to include children with disabilities in their programs. Recommendations for future research and practice are discussed.

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A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices

Bryant

¹

2018

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Early Childhood Educators' Perception of their Training and Support Needs for Inclusive Education

Siwik¹

2023

Preprint

0

View full text Add to dashboard Cite

Inclusion literature is multifaceted; demonstrated by variation in meaning and interpretation of the concept. Within the body of literature on inclusion, educators' perceive training and support needs as key barriers to practicing inclusive education. The current study explores the perceptions of twenty early childhood educators across Toronto, Ontario about their own training and support needs for enacting inclusive education. A qualitative interview method, and triangulation with two questionnaires were used to collect data. The social model of disability was the theoretical framework that guided the research project. Major themes came from the topics identified in the literature and elicited through interview questions. Several subthemes also emerged during data analysis. Results of the thematic analysis suggest that opportunities for ongoing training and more access to resources are sought by educators and might increase confidence in their ability to include children with disabilities in their programs. Recommendations for future research and practice are discussed.

show abstract

Inclusion of children with special needs in school-age child care programs

Cited by 3 publications

References 14 publications

Early Childhood Educators' Perception of their Training and Support Needs for Inclusive Education

Early Childhood Educators' Perception of their Training and Support Needs for Inclusive Education

A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices

Early Childhood Educators' Perception of their Training and Support Needs for Inclusive Education

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