“I Believe in Inclusion, But…”: Regular Education Early Childhood Teachers' Perceptions of Successful Inclusion

Smith, Mary K.; Smith, Kenneth E.

doi:10.1080/02568540009594761

Cited by 97 publications

(79 citation statements)

References 40 publications

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“…Preservice teachers tend to believe in equitable treatment for all students (a value), while inservice teachers may view fairness more as a practical matter. Concerns about classroom equity should carry weight in teacher preparation programs similar to that given to categorical information (Kamens et al, 2003) and strategies for classroom management (Smith & Smith, 2000;see Berry, 2008, for a detailed discussion of teachers' perceptions of fairness).…”

Section: Fairnessmentioning

confidence: 99%

“…Regardless of teaching level, concerns of inservice teachers regarding inclusion tend to focus on environmental matters such as insufficient time, skills, training, and resources (Scruggs & Mastropieri, 1996;Smith & Smith, 2000) and on balancing the needs of students with and without disabilities (Kamens et al, 2003).…”

Section: Downloaded By [The Uc Irvine Libraries] At 18:27 04 Novembermentioning

confidence: 99%

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Preservice and Early Career Teachers' Attitudes Toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

Berry

2010

The Teacher Educator

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This investigation examined the attitudes of beginning general education teachers (preservice and early career) with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners (mostly preservice teachers with positive attitudes, but who worried about being effective inclusion teachers); positive doers (more experienced teachers whose struggles with the challenges of inclusion had not deterred their positive attitudes); and resisters (mostly experienced teachers whose concerns about fairness signified their resistance to inclusion). Teacher educators may find these profiles useful in preparing teachers to teach in inclusion classrooms.

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Section: Fairnessmentioning

confidence: 99%

Section: Downloaded By [The Uc Irvine Libraries] At 18:27 04 Novembermentioning

confidence: 99%

Preservice and Early Career Teachers' Attitudes Toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

Berry

2010

The Teacher Educator

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“…Second, as mentioned in the introduction and literature review of this article, historically, teacher education programs have done a poor job of blending general and special education in order to properly prepare general education teachers to work in inclusive classrooms and in collaboration with special education teachers (Allday et al, 2013;Scruggs & Mastropieri, 1996;Smith & Smith, 2000). Some of the SAS teachers' comments during interviews, however, could lead one to believe that the aforementioned trend in teacher education may be shifting toward an interdisciplinary approach.…”

Section: Discussionmentioning

confidence: 85%

Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School

Cunningham¹,

Huchting²,

Fogarty³

et al. 2017

JOCE

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“…Le type et la gravité du handicap peuvent aussi influer sur la probabilité qu'un enfant soit inclus dans un service de garde. Les services de garde accueillent plus facilement les enfants ayant des besoins particuliers avec un haut niveau de fonctionnement que ceux ayant un handicap plus grave (Buysse, Bailey, Smith et Simeonsson, 1994 (Odom et Diamond, 1998;Smith et Smith, 2000). Les recherches soulignent l'importance de la formation comme facilitateur à l'inclusion (Gazzoni et Beaupré, 1998;Irwin et al, 2000;St-Pierre, 2004).…”

Section: Des Obstacles à Surmonter Pour Des Pratiques Efficacesunclassified

L’inclusion en service de garde au Québec : la situation d’une étape essentielle

Point

Desmarais

2012

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L’inclusion est au centre des réflexions en éducation depuis bon nombre d’années. Les services de garde ne font pas exception et représentent une étape importante de l’inclusion du fait que les enfants y apprennent les débuts de la vie en société en contexte structuré avec les pairs de même âge. Au Québec, un service de garde n’a aucune obligation légale d’accueillir des enfants ayant des besoins particuliers. Bien qu’une politique gouvernementale en faveur de l’inclusion existe, chaque service de garde est libre d’accueillir ou non les enfants ayant des besoins particuliers. La décision revient à la direction de l’établissement et à son conseil d’administration. De ce fait, il n’est pas toujours facile pour les enfants ayant des besoins particuliers d’avoir accès aux services de garde (Trépanier et Ayotte, 2000). Pourtant, l’inclusion en service de garde influe très avantageusement sur le développement général et social des enfants ayant des besoins particuliers lorsqu’elle est effectuée dans un milieu de qualité, c’est-à-dire riche et stimulant, où la participation sociale de ces enfants est valorisée. Le soutien, la concertation des acteurs et les attitudes positives du personnel sont parmi les conditions nécessaires à une inclusion de qualité. À l’inverse, le manque de formation et l’accès difficile aux ressources humaines, matérielles et financières nuisent au processus inclusif.

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“I Believe in Inclusion, But…”: Regular Education Early Childhood Teachers' Perceptions of Successful Inclusion

Cited by 97 publications

References 40 publications

Preservice and Early Career Teachers' Attitudes Toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

Preservice and Early Career Teachers' Attitudes Toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School

L’inclusion en service de garde au Québec : la situation d’une étape essentielle

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