Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers

Autor/inn/en	Silverman, Katie; Hong, Seong; Trepanier-Street, Mary
Titel	Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers
Quelle	In: Early Childhood Education Journal, 37 (2010) 6, S.461-468 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-010-0373-5
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Early Childhood Education; Disabilities; Young Children; Teaching Methods; Interdisciplinary Approach; Inclusive Schools; Preschool Teachers; Institutional Cooperation; Family Involvement; Mentors; Special Needs Students; Peer Relationship; Michigan + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inclusive school; Integrative Schule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Institute; Co-operation; Cooperation; Institut; Kooperation; Sonderpädagogischer Förderbedarf; Peer-Beziehungen
Abstract	The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment. Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability and inclusive practice. The reflections demonstrate the power of the students' active role in creating and implementing family-centered activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10