Early Childhood Educators' Perspectives and Practices about Inclusion of Children with Special Needs in Botswana

Autor/inn/en	Chhabra, Simmi; Bose, Kabita; Chadha, Neerja
Titel	Early Childhood Educators' Perspectives and Practices about Inclusion of Children with Special Needs in Botswana
Quelle	In: Journal of Research in Childhood Education, 32 (2018) 2, S.234-249 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chhabra, Simmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2018.1425223
Schlagwörter	Preschool Teachers; Teacher Attitudes; Educational Improvement; Inclusion; Questionnaires; Foreign Countries; Special Needs Students; Faculty Development; Knowledge Base for Teaching; Classroom Observation Techniques; Educational Resources; Instructional Materials; Equipment; Sampling; Case Studies; Teacher Qualifications; Teaching Experience; Statistical Analysis; Multivariate Analysis; Botswana + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Inklusion; Fragebogen; Ausland; Sonderpädagogischer Förderbedarf; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsmittel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Case study; Fallstudie; Case Study; Lehrqualifikation; Statistische Analyse; Multivariate Analyse
Abstract	The purpose of this study was to investigate perspectives of Early Childhood Educators (ECEds) about inclusion of Children With Special Needs (CWSN) by examining their attitudes, training needs, and inclusive practices used in the inclusive classroom. One hundred twenty-eight ECEds completed a questionnaire that included the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) and a self-assessment of training needs. Observation of 21 inclusive classrooms was done to examine the practices of ECEds using the Inclusive Classroom Profile (ICP) observation rating scale. The findings of the study revealed that ECEds' attitudes were inclined toward the positive side and indicated more training needs on knowledge of CWSN and professional knowledge. Observation findings indicated that the quality of inclusive childhood practice in Early Childhood Education (ECE) settings was between minimum and good, indicating the need for improvement in many areas, like provision of more resources, materials, and equipment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01