Early Childhood Teachers' Knowledge of Teaching Children with Disabilities

Kilgallon, Pam; Maloney, Carmel

doi:10.1177/183693910302800403

Cited by 8 publications

(11 citation statements)

References 6 publications

(6 reference statements)

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“…This is not unexpected as mainstream teachers themselves in WA have previously expressed concerns about their ability to cope with children with special needs in mainstream classrooms (Forlin, Keen, & Barrett, 2008;Kilgallon & Maloney, 2003). Conversely, 97% of staff believed that regular classroom teachers should have Australian Journal of Learning Difficulties 157 access to LDC programs and specialist staff and 87% were confident about having regular teachers observing in their classrooms.…”

Section: Discussionmentioning

confidence: 50%

Early childhood education of children with specific language impairments

Barrett

Hammond

2008

RALD

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Early intervention for children with specific language impairment by teachers with experience in supporting their needs is critical to language acquisition. In Western Australia this small number of children are catered for in designated settings with specialised teachers. The length of time that these children are able to access intensive instruction may be shortening and therefore the potential effect on their learning is crucial. Teachers from five Language Development Centres were asked to respond to a range of issues associated with these children\u27s ability to cope with the proposed early re-entry into the mainstream classroom. A total of 120 responses were received from teachers, speech therapists and educational assistants who highlighted the specialist skill set required to teach students with specific language impairments. Discussion focuses on the perceived ability of mainstream teachers to provide appropriate support for children with specific language impairments in the early years

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Section: Discussionmentioning

confidence: 50%

Early childhood education of children with specific language impairments

Barrett

Hammond

2008

RALD

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“…Finally, when the behaviour of children with disabilities is regarded as 'abnormal' or 'problematic', it is sometimes labeled challenging. This type of behaviour has become increasingly significant over the last decade, as children with disabilities are included in more early childhood programs (Kilgallon & Maloney, 2003).…”

Section: Defining Terms Examining Modelsmentioning

confidence: 99%

“…The need to respond positively to this diversity of behaviour is itself a significant challenge, but few early childhood staff in Australia have had significant training in how to work with children from diverse backgrounds, children with disabilities and children with challenging behaviours. Support services in the field can provide support, guidance and some resources, but not day-to-day and not in situ; and in-service professional development in this area is rarely linked directly to the day-to-day work of early childhood staff (Kilgallon & Maloney, 2003). As a result, staff can find their work stressful (Kilgallon & Maloney, 2003;Snyder, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Support services in the field can provide support, guidance and some resources, but not day-to-day and not in situ; and in-service professional development in this area is rarely linked directly to the day-to-day work of early childhood staff (Kilgallon & Maloney, 2003). As a result, staff can find their work stressful (Kilgallon & Maloney, 2003;Snyder, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Rethinking approaches to working with children who challenge: Action learning for emancipatory practice

MacNaughton

Hughes

Smith

2007

IJEC

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This article describes an action-learning project that helped teachers to rethink their approaches to children who challenge. The project enabled and encouraged teachers to reflect critically on why and how particular children challenged them and then to use their critical reflections to strengthen their capacity to work with those children. The outcomes were that participants changed their model of children who challenge, their classroom practices and their view of themselves as teachers; strengthened their desire and ability to respond to children who challenge; and increased their ability to reduce the stress in their work. The project was small-scale, but it was significant. Mainstream approaches to children who challenge use pharmaceutical or behavioural means to change children's behaviour, effectively marginalising early childhood staff from both the 'diagnosis' and the 'treatment'. The Children Who Challenge approach is a critique not just of the 'medicalisation' of behaviour defined as problematic or challenging, but also of the drift to a technocratic, top-down micro-management of education and, by implication, of children. Children Who Challenge poses an alternative -the autonomous, reflective teacher-researcher who is a member of a reflexive community committed to improving the classroom and pedagogic effectiveness by emancipating it. RÉSUMÉCet article décrit un projet d'action-étude basé sur la recherche qui a visé à aider des professeurs à repenser leurs réponses aux enfants qui défient. Le projet a permis et a encouragé des professeurs à se refléter pourquoi et comment les enfants particuliers les ont défiés et employer alors leurs réflexions critiques pour renforcer leur capacité de travailler avec les enfants qui défient. Les résultats étaient que les participants ont changé leur modèle de l'enfant qui défie, leur didactique et leur vue d'eux-mêmes comme professeurs; a renforcé leur désir et capacité de répondre aux enfants qui défient; et amelioré leur capacité de réduire l'effort dans leur travail.Le projet était de petite taille, mais il était significatif. Il a cherché à établir la capacité et la confiance du personnel de réfléchir en critique sur les origines et les implications de leurs pratiques courantes autour des enfants qui défient; pour changer un aspect de leur pratique courante pour améliorer des rapports avec ces enfants; et pour évaluer de tels changements. En revanche, les approaches courants pour les enfants qui défient ont tendance d'employer des moyens pharmaceutiques ou psychologiques pour changer le comportement de l'enfant, marginalisant des 'diagnostics' et du 'traitement' le personnel qui enseignent les plus jeunes. RESUMENEste artículo describe un proyecto de investigación -acción, basado sobre la búsqueda de ayuda para que los profesores re piensen sus respuestas a los niños /as que los desafían. El proyecto ha permitido fortalecer a los profesores en sus reflexiones respecto del porqué y cómo algunos infantes particulares los han desafiado y emplear estas reflexiones c...

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“…Currently, several approaches to inclusion in early education exist in Australia, each framed by differing assumptions about diversity. Debate continues over the relative merits of these approaches, the rights of specific diversity groups, the capacity of early childhood teachers to enact inclusion, and the possibility that attention to broader diversity categories increases labelling at the expense of effective educational reform (Forlin et al, 1996;Cole, 1999;Kilgallon & Maloney, 2003;Graham, 2006;Mohay & Reid, 2006). Hehir (2005) has argued that the resolution of disputes concerning inclusion requires critical reflection on unexamined assumptions about ability.…”

Section: Introductionmentioning

confidence: 99%

Who Has Rights to What? Inclusion in Australian Early Childhood Programs

Petriwskyj

2010

Contemporary Issues in Early Childhood

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In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and emerging approaches to inclusion within Australian programs for children from birth to eight years. Approaches to inclusion encompassing multiple forms of diversity coexist in the Australian educational literature with targeted approaches focused on disabilities or risk. These differing approaches reflect underlying ideological divisions and varying assumptions about diversity. Multiple approaches, including the expansion of early childhood services, reflect tensions over children's rights, conceptualizations of inclusion, the expectations of teachers, system coordination, economic constraints and political pressure to cater for a complex range of young children in varied settings. The article incorporates discussion on underlying philosophical tensions within the early childhood field.

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Early Childhood Teachers' Knowledge of Teaching Children with Disabilities

Cited by 8 publications

References 6 publications

Early childhood education of children with specific language impairments

Early childhood education of children with specific language impairments

Rethinking approaches to working with children who challenge: Action learning for emancipatory practice

Who Has Rights to What? Inclusion in Australian Early Childhood Programs

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