A Case Study of General Education Teacher Use of Picture Books to Support Inclusive Practice in the Primary Grades of an Inclusive Elementary School

Autor/in	Bland, Carol Mason
Titel	A Case Study of General Education Teacher Use of Picture Books to Support Inclusive Practice in the Primary Grades of an Inclusive Elementary School
Quelle	(2013), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-4349-0
Schlagwörter	Hochschulschrift; Dissertation; Childrens Literature; Attitudes toward Disabilities; Teaching Methods; Elementary School Students; Preschool Children; Preschool Education; Kindergarten; Grade 1; Grade 2; Grade 3; Inclusion; Interviews; Attitude Measures; School Culture; Oral Reading; Picture Books; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Inklusion; Interviewing; Interviewtechnik; Schulkultur; Schulleben; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Picture book; Bilderbuch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Scholars advocate the use of children's literature to help build awareness, understanding, and acceptance of disability in elementary school classrooms. Moreover, children's literature has been used as a component of disability awareness studies seeking to improve relationships between students with disabilities and their typically developing peers. Despite this interest in the potential for children's literature to positively impact connections between children with and without disabilities, there is a lack of empirical data describing general education teacher use of children's literature to support inclusive practice. This study was conducted to fill this gap in the professional literature. General education teachers in Pre-K through Grade 3 classrooms (n = 10) in an inclusive elementary school were interviewed to understand their views about school culture and climate, strategies for reading aloud, and knowledge of inclusive picture books, the format of children's literature most often read aloud in the primary grades. The results of the study suggested that teachers are trained to use interactive read -aloud practices but have little knowledge about picture books that feature characters with disabilities. Implications for practice include professional preparation of pre-service teachers and in-service professional development for practicing teachers regarding guidelines for selecting inclusive pictures books and how these books can be integrated into routine classroom read alouds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01