International Preschool Inclusion: Bridging the Gap Between Vision and Practices

Frankel, Elaine B.; Gold, Susan; Ajodhia-Andrews, Amanda

doi:10.1177/1096250610379983

Cited by 45 publications

(26 citation statements)

References 18 publications

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“…The educators' critical need to learn how to work with parents strengthens the argument for enrichment or refocusing of professional training to include this aspect. Our findings reinforce the claim made by previous researchers (Buysse & Hollingsworth, 2009;Dunlap & Fox, 2011;Frankel et al, 2010) about the importance of early childhood educators to collaborate with families of children with disabilities. We suggest extending this work about the significance of inclusion to all school families as a means of achieving buy-in for the entire school community.…”

Section: Discussionsupporting

confidence: 91%

Voices of American and Israeli Early Childhood Educators on Inclusion

Alexander

Brody²,

Muller

et al. 2016

INT-JECSE

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Section: Discussionsupporting

confidence: 91%

Voices of American and Israeli Early Childhood Educators on Inclusion

Alexander

Brody²,

Muller

et al. 2016

INT-JECSE

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“…According to the Swedish National Agency for Education (2004), the number of children with special needs enrolled in preschool settings has increased. However, inclusion is not merely a placement (Vakil et al., 2009), it is also ‘a practice in which early childhood educators are encouraged to explore new methods for serving children with disabilities and developmental delays in typical early childhood programs’ (Frankel, Gold and Ajodhia‐Andrews, 2010, p. 1).…”

Section: Introductionmentioning

confidence: 99%

Inclusion of preschool children with autism in Sweden: attitudes and perceived efficacy of preschool teachers

Engstrand

Roll-Pettersson

2012

Research in Spec Educ Needs

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This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.

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“…As the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) reaffirmed its commitment to inclusion and endorsed its global practice, it has become a model pedagogical service delivery option of inspiration, passion, and contention the world over (Allday et al, 2013;Appl & Spenciner, 2008;Sze, 2009). Consequently, significant numbers of children with disabilities are served in regular education classrooms in many countries (Frankel et al, 2010;Hu et al, 2017;Kim & Rouse, 2011;Pantić & Florian, 2015), including Zimbabwe (Chireshe, 2013;Majoko, 2005;Mandina, 2012). To realize successful and effective inclusion, teacher education needs to be research evidence based (Arthaud, Aram, Breck, Doelling, & Bushrow, 2007;Florian & Spratt, 2013;Hattie, 2009;Kim & Rouse, 2011;Oliver & Reschly, 2010).…”

Section: Discussionmentioning

confidence: 99%

Zimbabwean General Education Preschool Teacher Needs in Inclusion

Majoko

2018

Sage Open

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As Zimbabwe's education system shifted from exclusion to inclusion in 1994, in alignment with the global world, the population of learners with disabilities educated in general education preschool settings has remarkably increased. Teachers experience diverse challenges in including learners with disabilities into general education preschool settings. Embedded in the core expertise of inclusive pedagogical philosophy, the current interpretive qualitative research gleaned from 24 purposively sampled Zimbabwean general education preschool teachers. A constant comparative approach, which entailed organization of data from individual interviews, nonparticipant observations and document analysis with continuous adjustment, was utilized all through the analysis. Despite teachers being ill-prepared for inclusion, coupled with individual and institutional needs in its practice, they had positive attitudes toward it. The study recommends that training of general education preschool teachers in the practice and theory of inclusion, collaborative pooling of resources of stakeholders, and the incorporation of sociocultural aspects in preschool curricula could optimize inclusivity. This study is a springboard for future studies on the subject.

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International Preschool Inclusion: Bridging the Gap Between Vision and Practices

Cited by 45 publications

References 18 publications

Voices of American and Israeli Early Childhood Educators on Inclusion

Voices of American and Israeli Early Childhood Educators on Inclusion

Inclusion of preschool children with autism in Sweden: attitudes and perceived efficacy of preschool teachers

Zimbabwean General Education Preschool Teacher Needs in Inclusion

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