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

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 andAble-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.

South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech

“…This finding is comparable to those in other studies that indicated additional inclusive education training was associated with teachers feeling more self-efficacious (Ching et al, 2007;Kyriakou et al, 2007;Silverman et al, 2010). The results also revealed that younger teachers had significantly more positive attitudes toward including the learner with LNFS in their classroom and more positive attitudes regarding the learner with ADHD in general.…”

“…Teachers who receive additional training about inclusive education, however, have more positive attitudes concerning inclusion when compared to teachers who have not had such training (Silverman et al, 2010). Moreover, research has found that after taking a professional development course in inclusive education, teachers evidenced a positive change in attitudes about including learners with special needs in their class (Ching, Forlin, & Mei Lan, 2007; Kyriakou, Avramidis, Hoie, Stephens, & Hultgren, 2007).…”

“…Teachers also express concern about finding the right balance between adapting the curricula for learners with barriers to learning while providing a quality education for the rest of the class (Engelbrecht, Oswald, Swart, & Eloff, 2003;Silverman, Hong, & Trepanier-Street, 2010). Teachers may prefer including learners who need fewer accommodations and adaptations to the curricula, probably because many feel they already have a full workload.…”

A journey towards inclusive education; a case study from a ‘township’ in South Africa

“…Our journey with these two children confirmed earlier literature emphasising the need to incorporate a parent- or family-centred approach (Dunst, Bruder, Trivette & Hamby, 2006 ; Turnbull, Summers, Turnbull et al . 2007 ); to assist the relevant teachers towards a positive attitude to inclusive education and to build strong interdisciplinary collaborations (Silverman, Hong & Trepanier-Street 2010 ). Here, it resulted in different outcomes for the two children; one child was eventually integrated into a mainstream primary school in his area, while the other child was integrated into a boarding school for learners with special educational needs (an ‘LSEN school’ 1 ).…”

A review of the factors affecting children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa

“…Family centred approaches. Luger et al (2012) highlight the importance of a parent-or familycentred approach (Dunst et al, 2006;Turnbull et al, 2007); to enable transition to school for children with disabilities and to build strong interdisciplinary collaborations (Silverman et al, 2010).…”