Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice

Autor/inn/en	Ackah-Jnr, Francis R.; Fluckiger, Beverley
Titel	Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 1, S.56-76 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackah-Jnr, Francis R.) ORCID (Fluckiger, Beverley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1885013
Schlagwörter	Inclusion; Early Childhood Education; Educational Resources; Educational Change; Equal Education; Early Childhood Teachers; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Educational Policy; Kindergarten; Grade 1; Grade 2; Grade 3; Teacher Motivation; Students with Disabilities; Class Size; Financial Support; Instructional Materials; Principals; Leadership Responsibility; Teacher Role; Parent Role; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsmittel; Bildungsreform; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Politics of education; Bildungspolitik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassengröße; Finanzielle Förderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Principal; Schulleiter; Lehrerrolle; Parental role; Elternrolle
Abstract	In an era of increasing demand for accessible, quality, and equitable education for all children and increased responsibilities for teachers and educators, inclusive education must be resourced adequately. This article reports on the qualitative findings from a multiple case study of support resources perceived to enhance teachers' efficacy in leading inclusive practice in early childhood settings in Ghana. Teachers, headteachers and education officials, with wide-ranging teaching or supervision experience, were chosen purposefully as participants for this study. Study findings from thematic data analysis revealed that multi-faceted support resources are essential for leading inclusive education and change practice effectively. More importantly, it was evident that the usefulness of support resources was based on teacher judgements, perceptions, and value-addition; system leadership; and understanding of the vision and values related to the education of all children. While some early childhood settings were seemingly well resourced and supported, others were in need of such resources. Most participants, therefore, shared the view that to realise quality and inclusive education for all young children, early childhood settings need to be well-resourced and receive ongoing support. Implications of the findings are discussed in the light of change implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01