Montessori and Non-Montessori Early Childhood Teachers' Attitudes toward Inclusion and Access

Autor/inn/en	Danner, Natalie; Fowler, Susan A.
Titel	Montessori and Non-Montessori Early Childhood Teachers' Attitudes toward Inclusion and Access
Quelle	In: Journal of Montessori Research, 1 (2015) 1, S.28-41 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Schools; Preschool Teachers; Teacher Attitudes; General Education; Comparative Analysis; Disabilities; Teacher Surveys; Faculty Development; Special Education; Attitudes toward Disabilities; Knowledge Base for Teaching; Teacher Education; Inclusion; Statistical Analysis + Suchen Sie Ihr Suchwort? Montessori-Schule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Inklusion; Statistische Analyse
Abstract	Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01