The Preschool Teacher's Assumptions about a Child's Ability or Disability: Finding a Pedagogical Password for Inclusion

Autor/in	Johora, Fatema Taj
Titel	The Preschool Teacher's Assumptions about a Child's Ability or Disability: Finding a Pedagogical Password for Inclusion
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.197-212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johora, Fatema Taj)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1922991
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Beliefs; Preschool Children; Ability; Disabilities; Inclusion; Barriers; Student Characteristics; Personality Traits; Child Development; Environmental Influences; Interaction; Interpersonal Relationship; Teacher Influence; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Fähigkeit; Fertigkeit; Handicap; Behinderung; Inklusion; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kindesentwicklung; Environmental influence; Umwelteinfluss; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	The advancement of inclusive education policies worldwide has given greater weight to social justice practices in educational settings. However, inclusion in preschools has received less attention from researchers. This article examines a 4-year-old child's participation in a mainstream preschool in Australia from a cultural-historical perspective. In particular, this study used the concept of secondary disability to analyse the data, and in this process identified a contradiction between the teacher's perceptions of the child's abilities and the teacher's reported understanding of the parent's perceptions of the child's abilities, which 'clouded' the child's position within the preschool setting. Eight hours of video data were gathered across eight months. The findings indicate that understanding the child's personality and potential can operate as a 'pedagogical password' for the teacher to enter on to the child's unique developmental trajectory. This paper argues that identifying the unique developmental pathway of the child is essential to reduce secondary disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01