Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms

Autor/inn/en	Donegan-Ritter, Mary; Kohler, Frank W.
Titel	Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.104-117 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Early Childhood Education; Preschool Teachers; Inclusion; Evidence Based Practice; Special Education; Special Education Teachers; Teacher Education Programs; Field Experience Programs; Case Studies; Special Needs Students; Preservice Teachers; Preservice Teacher Education; Preschool Children; Developmentally Appropriate Practices; Learner Engagement; STEM Education; Teamwork; Blended Learning; Intervention; Observation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Case study; Fallstudie; Case Study; Sonderpädagogischer Förderbedarf; Lehramtsstudiengang; Lehrerausbildung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Entwicklungsbezogene Bildung; STEM; Beobachtung
Abstract	Preparing early childhood teachers for inclusion requires the blending of high quality developmentally appropriate practices with environmental adaptations and individualized instructional practices. This article describes how a field experience was redesigned to incorporate evidence based practices in teaming and collaboration, environment and instruction. A STEM learning center was the context for this case study on a preservice teacher and preschool child with special needs. Changes to the physical, social and temporal environment set the stage for promoting communication goals and led to increased child engagement and language use. Implications and recommendations for how to structure unified early childhood/early childhood special education teacher preparation programs for blended practices are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01