Literaturnachweis - Detailanzeige
| Autor/inn/en | Munchan, Leanne; Agbenyega, Joseph |
|---|---|
| Titel | Exploring Early Childhood Educators' Experiences of Teaching Young Children with Disability |
| Quelle | In: Australasian Journal of Early Childhood, 45 (2020) 3, S.280-291 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/1836939120944635 |
| Schlagwörter | Early Childhood Teachers; Teacher Attitudes; Kindergarten; Young Children; Students with Disabilities; Inclusion; Sense of Community; Student Participation; Student Diversity; Childrens Rights; Accessibility (for Disabled); Barriers; Professional Development; Expertise; Parent Teacher Cooperation; Foreign Countries; Australia Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; 'Children''s rights'; Kindesrecht; Accessibility; Zugänglichkeit; Expert appraisal; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Australien |
| Abstract | This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators' voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators' understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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