Promoting a Culture of Inclusion: Impact of Professional Development on Teachers' Assistive Technology Practices to Support Early Literacy

Autor/inn/en	Schladant, Michelle; Ocasio-Stoutenburg, Lydia; Nunez, Christina; Dowling, Monica; Shearer, Rebecca; Bailey, Jhonelle; Garilli, Austin; Natale, Ruby
Titel	Promoting a Culture of Inclusion: Impact of Professional Development on Teachers' Assistive Technology Practices to Support Early Literacy
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 2, S.147-166 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schladant, Michelle) ORCID (Ocasio-Stoutenburg, Lydia) ORCID (Shearer, Rebecca) ORCID (Bailey, Jhonelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2099325
Schlagwörter	Inclusion; Faculty Development; Educational Environment; Assistive Technology; Students with Disabilities; Emergent Literacy; Online Courses; Coaching (Performance); Preschool Teachers; Teacher Attitudes; Preservice Teachers; Knowledge Level; Program Evaluation; Teaching Methods; Florida + Suchen Sie Ihr Suchwort? Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Frühleseunterricht; Online course; Online-Kurs; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Wissensbasis; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC's Early Intervention/Early Childhood Special Education (EI/ECSE) Standards to increase general early childhood education (ECE) teachers' use of AT to promote early literacy in young children with disabilities. The 24-week PD intervention included: (a) online modules, (b) coaching; and (c) a classroom kit of AT devices. Participants were six lead teachers, 10 teacher aides, and 34 children from six inclusive classrooms in two preschools. Quantitative methods included pre-and post- surveys, early literacy assessments, and classroom observations. Qualitative analysis explored data from focus groups and input from teacher adherence forms. Results revealed that (a) teachers' AT knowledge, positive beliefs, and use; and (b) children's use of AT and early literacy skills significantly increased pre- to post- intervention. Qualitative findings revealed themes relating to how teachers benefitted from the PD and the impact of AT on teacher instruction and child learning. Findings support innovative PD practices to build capacity of practitioners implementing AT as a responsive instructional strategy in inclusive classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01