Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education

Autor/in	Love, Hailey R.
Titel	Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education
Quelle	In: Young Exceptional Children, 24 (2021) 3, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Love, Hailey R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/10962506211018968
Schlagwörter	Classroom Environment; Educational Quality; Students with Disabilities; Classification; Student Characteristics; Educational Practices; Equal Education; Access to Education; Administrator Role; Social Bias; Attitudes toward Disabilities; Student Needs; Regular and Special Education Relationship; Preschool Education; Early Intervention; Public Schools; Community Programs; Mainstreaming; Teaching Methods; Preschool Teachers; Itinerant Teachers; Team Teaching + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Classification system; Klassifikation; Klassifikationssystem; Bildungspraxis; Education; Access; Bildung; Zugang; Bildungszugang; Pre-school education; Vorschulerziehung; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Mobile Lehrerreserve; Teamteaching
Abstract	Heterotopias are complex spaces characterized by the collision of the real (i.e., physical realm--who and what materials are present) and unreal (i.e., abstract realm--socially created meanings and understandings of the "real"; Foucault, 1986; Topinka, 2010). The early childhood classroom is a heterotopia in that it is a knowledge production site where children, teachers, and their materials are physically there, but so are socially created (abstract, often unnamed) understandings about developmental norms, difference, instructional practice, and the function of the classroom space (Knight, 2009). The purpose of this article is to help early childhood administrators bring together the physical and abstract aspects of the early childhood classroom heterotopia to support high-quality inclusive early childhood education. It begins by discussing the shortcomings of an administrative focus on children's physical placement into classrooms when supporting inclusive education. Then, a more expansive definition of inclusive education is presented to identify the purposes and focus of inclusive early childhood education (the abstract realm). Finally, physical contextual features that influence inclusive education are discussed to demonstrate how administrators can support expansive inclusive education across multiple early childhood contexts. (ERIC).
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