Early Childhood Preservice Teachers' Attitude Development toward the Inclusion of Children with Disabilities

Autor/inn/en	Yu, SeonYeong; Park, Hyejin
Titel	Early Childhood Preservice Teachers' Attitude Development toward the Inclusion of Children with Disabilities
Quelle	In: Early Childhood Education Journal, 48 (2020) 4, S.497-506 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, SeonYeong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01017-9
Schlagwörter	Early Childhood Teachers; Preservice Teachers; Student Attitudes; Attitudes toward Disabilities; Inclusion; Teacher Student Relationship; Severe Disabilities; Influences + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Severe disability; Schwerbehinderung; Influence; Einfluss; Einflussfaktor
Abstract	The purpose of this study was to explore what Early Childhood Education (ECE) preservice teachers thought about inclusion and what factors influenced their attitude development toward inclusion, based on written reflections collected from 90 undergraduate ECE preservice teachers. Overall, the majority of the preservice teachers believed that inclusion was important and beneficial for both children with and without disabilities. However, some of the preservice teachers described concerns and challenges they might face when working with students with severe disabilities or challenging behaviors. Also, the majority of the preservice teachers reported that direct contacts with individuals with disabilities had a great impact on shaping their attitudes toward inclusion while several preservice teachers indicated that college courses and/or their family members influenced their attitude formation. The implications of the results and suggestions for future research and teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01