Kindergarten Teachers' Perceptions of Instructing Students with Disabilities

Abstract

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.

Students With Learning Disabilities

“…A total of eight studies were located through this procedure for inclusion in this synthesis (DeBettencourt, 1999;DeSimone & Parmar, 2006;Fletcher, Bos, & Johnson, 1999;Leyser & Tappendorf, 2001;Maccini & Gagnon, 2006;Minke, Bear, Deemer, & Griffin, 1996;van Hover & Yeagar, 2003;Vaughn, Reiss, Rothlein, & Hughes, 1999). Findings were consistent with the previous synthesis (Scott et al, 1998) and revealed that teachers perceived the majority of instructional adaptations to be highly desirable and somewhat feasible, but reported being only fairly confident, prepared, and supported to implement instructional adaptations in their classroom.…”

Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities

“…Although teachers perceive students with disabilities to have more kindergarten entry problems than children with typical development (McIntyre et al 2006), kindergarten teacher implementation of transition practices to support students with disabilities may not reflect best practices (Vaughn et al 1999). For example, practices such as school and home visits, communication with parents and preschool staff, transition planning meetings, and developing specific child interventions may be especially useful given that these practices increase communication between home, preschool, and kindergarten contexts (Pianta and Kraft-Sayre 2003).…”

“…For example, practices such as school and home visits, communication with parents and preschool staff, transition planning meetings, and developing specific child interventions may be especially useful given that these practices increase communication between home, preschool, and kindergarten contexts (Pianta and Kraft-Sayre 2003). Unfortunately, teachers may not always view these activities as feasible (Forest et al 2004;Vaughn et al 1999). …”

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…When considering teachers' problems related to insufficient time, the demand for staff support is one solution for supporting transitioning children with disabilities. Vaughn, Reiss, Rothlein, and Hughes (1999); Walker et al (2012);and Werts et al (1996) have reported similar findings.…”