Teaching Children with down Syndrome in the Early Years of School

Autor/inn/en	McFadden, Amanda; Tangen, Donna; Spooner-Lane, Rebecca; Mergler, Amanda
Titel	Teaching Children with down Syndrome in the Early Years of School
Quelle	In: Australasian Journal of Special Education, 41 (2017) 2, S.89-100 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Down Syndrome; Teaching Experience; Interviews; Classroom Observation Techniques; Inclusion; Early Childhood Education; Educational Practices; Teacher Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Interviewing; Interviewtechnik; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Lehrerverhalten; Ausland; Australien
Abstract	We explored 3 general classroom teachers' experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5-month period through class observations and teacher interviews. The fndings indicate that although there were highly inclusive experiences identifed in the school sites, the school context played an important role in the inclusion of the child. Teachers indicated that receiving targeted information about Down syndrome and collaborative support from parents, teaching colleagues, and their wider school enabled them to work more inclusively with their student with Down syndrome in their classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01