Reflections on Infusing Evidenced-Based Inclusion Practices in Early Childhood Community College Programs through a Collaborative Professional Development Model

Autor/inn/en	D'Amico, Mark M.; Correa, Vivian I.; Muharib, Reem; Algozzine, Kate; Algozzine, Bob; Swart, Katie; Godfrey-Hurrell, Kristi
Titel	Reflections on Infusing Evidenced-Based Inclusion Practices in Early Childhood Community College Programs through a Collaborative Professional Development Model
Quelle	In: Journal of Early Childhood Teacher Education, 41 (2020) 1, S.65-84 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1516704
Schlagwörter	Stellungnahme; Evidence Based Practice; Inclusion; Early Childhood Education; Teacher Education; Community Colleges; Models; Young Children; Students with Disabilities; Communities of Practice; College Faculty; Teacher Collaboration; Special Education; Associate Degrees; Universities; Two Year College Students; Paraprofessional School Personnel; Faculty Development + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Community college; Community College; Analogiemodell; Frühe Kindheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Community; Fakultät; Lehrerkooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; University; Universität
Abstract	Inclusion means that students with disabilities have access to high-quality and effective instruction, as well as specialized services as needed, within least restrictive environments. We believe there are no limits on who can or should participate in and benefit from inclusion and we were interested in perceptions resulting from professional development designed to support including young children with disabilities in classrooms with their natural neighbors and peers. We present reflections from application of a community of practice model in which university-based faculty worked closely and collaboratively with community college instructors to infuse ideas, concepts, and content from the field of special education into associate degree early childhood education coursework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01