What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”

Abstract

Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the ''whole'' child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students' beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding.

Inclusion of Children With Special Needs in Early Childhood Education

“…Bruns and Mogharreban (2007) found support for the notion that understanding of individual student characteristics and awareness of appropriate teaching strategies are important determinants for acceptance. Similar findings are reported by Appl and Spenciner (2008). A lack of knowledge about effective instructional strategies may result in negative attitudes (Sze, 2009).…”

Zimbabwean General Education Preschool Teacher Needs in Inclusion

“…Teachers exhibited positive attitudes and commitment to inclusion despite their ill-preparation in its theory and practice. Similarly, past studies established that teachers support inclusion in general education preschools despite their inadequate preparation and development for it (Appl & Spenciner, 2008;Brown et al, 2008;Crane-Mitchel & Hedge, 2007;Frankel et al, 2010;Hu, 2010;Odom et al, 2011). Inclusivity benefited governments, learners, parents, communities, and countries.…”

“…These afford equal educational opportunities for all learners (Allday, Neilsen-Gatti & Hudson, 2013;Ballard, 2012;Florian & Rouse, 2009). Overall, preschool teachers perceive that children with unique needs require inclusion and that it benefits them (Appl & Spenciner, 2008;Brown, Welsh, Hill, & Cipko, 2008;Crane-Mitchel & Hedge, 2007;Frankel, Gold, & Ajodhia-Andrews, 2010;Hu, 2010;Odom, Buysse, & Soukakou, 2011;Sharma, Moore, & Sonawane, 2009). These teachers, nevertheless, mention that they have inadequate knowledge about inclusion and are not competent to teach learners with disabilities (Agbenyega, 2007;Oliver & Reschly, 2010;Sze, 2009).…”

Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education

“…Similar claims have been made by Stanovich and Jordan (2002), namely that teachers' fears of not knowing how to teach a person with special needs leads to adverseness towards inclusive practice. Understanding the characteristics of an individual student and awareness of appro-priate teaching strategies are important determinants for acceptance (Ajuwon et al, 2012;Bruns & Mogharreban, 2007;Appl & Spenciner, 2008) and lack of knowledge about effective instructional strategies may result in negative attitudes (Sze, 2009, Subban & Sharma 2007. Negative attitudes "lead to low expectations of a person with a disability" (Forlin, Loreman, Sharma & Earle, 2009, p. 209), which could lead to reduced learning opportunities.…”