International Views of Inclusive Education: A Comparative Study of Early Childhood Educator's Perceptions in Jordan, United Arab Emirates, and the United States of America

Autor/inn/en	Hamaidi, Diala; Homidi, Moayyad; Reyes, Luis V.
Titel	International Views of Inclusive Education: A Comparative Study of Early Childhood Educator's Perceptions in Jordan, United Arab Emirates, and the United States of America
Quelle	In: International Journal of Special Education, 27 (2012) 2, S.94-101 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Regular and Special Education Relationship; Inclusion; Arabs; Foreign Countries; Comparative Analysis; Urban Areas; Young Children; Cross Cultural Studies; Cultural Differences; Mainstreaming; Attitudes toward Disabilities; Educational Practices; Kindergarten; Elementary Schools; Teacher Attitudes; Emotional Development; Social Development; Questionnaires; Negative Attitudes; Jordan; United Arab Emirates + Suchen Sie Ihr Suchwort? Inklusion; Arab; Araber; Ausland; Urban area; Stadtregion; Frühe Kindheit; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Bildungspraxis; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Gefühlsbildung; Soziale Entwicklung; Fragebogen; Negative Fixierung; Vereinigte Arabische Emirate
Abstract	The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10