Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion

Abstract

This study examined a comprehensive modularized inclusion training program provided to 1,298 diverse early child care providers (center-based, family home, and license exempt settings) on providers' attitudes and perceived competence toward inclusion. Second, factors (number of trainings attended and provider characteristics) associated with positive changes were examined. All of the providers significantly changed their attitudes and perceived competence toward inclusion with substantial effect sizes; however, providers attending three or more sessions demonstrated more change compared to others. Examination of provider characteristics on outcomes revealed a race-ethnicity main effect in which Asian and Pacific Islander providers changed their attitudes toward inclusion more than other providers. The positive results of this study suggest that a modularized provider training approach may offer an avenue for improving inclusive child care as previous research revealed strong relationships between staff educational experiences and quality of care in inclusive child care settings.

Zimbabwean General Education Preschool Teacher Needs in Inclusion

“…The core expertise of inclusive pedagogy, similarly, requires institutionalization of collaborative structures and cultures in schools to pool additional expertise and support to facilitate education for all (Pantić & Florian, 2015). Consistent with past research which demonstrates that inclusion facilitates the establishment and reinforcement of inclusive communities (Arthaud et al, 2007;Baker-Ericzen et al, 2009;Chireshe, 2013), the philosophy fostered social cohesion, solidarity, and peace among stakeholders of different political, social, cultural, and religious affiliations across levels of society.…”

A Document Analysis of the National Association for the Education of Young Children's Developmentally Appropriate Practice Position Statement: What Does it Tell Us about Supporting Children with Disabilities?

“…Still, in the literature, this type of instructional strategy remains in conversations around children with disabilities rather than a way to engage any child in a classroom setting. The Division for Early Childhood (DEC) -a division of the Council for Exceptional Children -and other special education outlets regularly publish articles (Odom et al, 2004;Baker-Ericzén et al, 2009) and texts (for example, Sandall & Ostrosky, 2000) around supporting children with disabilities, but these may not be as accessible to or sought out by general ECE teachers, thus further limiting their exposure to inclusive practices. For example, the DEC has recently published a monograph in its series 'Young Exceptional Children' titled Quality Inclusive Services in a Diverse Society.…”

“…With this increase of inclusive classrooms (Baker-Ericzén et al, 2009), it seems not only plausible but unquestionable that teachers will be making their own connections between DAP and inclusive or special education practices. There are many teacher preparation programs springing up at universities around the USA which combine special education and general education or child development in early childhood, but this is not to the benefit of teachers who are already in the classroom and have been teaching for quite some time.…”

Childcare usage among Canadian preschoolers with early observable differences

“…Most studies converge in showing that one of the biggest limitations to including children with EOD in any form of childcare was staff training. Some research has suggested that staff training can increase a person's attitude toward inclusion (Baker-Ericzen, Mueggenborg & Shea, 2009;Kagan et al, 1999;Mulvihill et al, 2002), and the level of confidence and competence child care providers' had for being able to care for a child with an EOD (Baker-Ericzen et al, 2009). This increase in attitude and level of comfort leads to increased rates of inclusion (Mulvihill et al, 2002).…”

“…This increase in attitude and level of comfort leads to increased rates of inclusion (Mulvihill et al, 2002). Furthermore, Baker-Ericzen et al (2009) identified that individuals who attended three or more inclusion training programs had a significantly higher level of positive attitude and perceived competence than individuals who did not attend as many training programs. One study also found that childcare provider training was the strongest predictor of inclusion amongst directors, teachers and homecare providers (Essa, Benner, Burnham, Martin, Bingham, & Allred, 2008).…”