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1.
Masud Ahmmed 《Asia Pacific Education Review》2013,14(3):337-344
International studies have identified that teachers require adequate support, including human and material resources, if they are to successfully implement inclusive education (IE) in regular classes. Past research shows that the level of support teachers feel they are receiving, from members of the school community and in the provision of appropriate teaching resources and training, may influence their attitudes towards IE and their willingness to undertake IE. Conceptualizing perceived school support as a subjective norm within the theory of planned behaviour, a context-specific, ‘Perceived School Support for Inclusive Education’ (PSSIE) scale was developed to measure teachers’ perceptions of support. This paper reports the development process of the PSSIE scale which included item generation, content validation and statistical procedures. Using a four-stage sampling method, a sample of 1,387 primary school teachers from the Dhaka Division of Bangladesh was selected for this study. The results provide preliminary evidence that the PSSIE (with eight items) meets the standards for reliability and, thus, presents as a useful scale by which to measure teachers’ perceptions of school support for implementing IE. The paper also illustrates limitations and direction for further studies. 相似文献
2.
Deborah H. Gebbie Deborah Ceglowski Linda K. Taylor Jill Miels 《Early Childhood Education Journal》2012,40(1):35-46
Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based
teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county,
the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined
how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers’
classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged
in an online community of learners discussion group. Interviews and interactions from an online learning community were used
to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training.
Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers’
online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs
should consider providing more opportunities for the teachers to build their own learning communities to interact and support
one another. 相似文献
3.
Meng Ee Wong Kenneth K. Poon Sarinajit Kaur Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion. 相似文献
4.
Salih Rakap Asiye Parlak-Rakap Burak Aydin 《International Journal of Inclusive Education》2016,20(11):1223-1237
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed. 相似文献
5.
İkbal Tuba Şahin-Sak Feyza Tantekin-Erden Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. 相似文献
6.
本研究追踪比较北京﹑香港和新加坡三地课程政策与教学实践对幼儿中文识字能力发展的影响。研究对象是三地198名儿童及其教师。研究者采用《学前及初小中文识字量表》对两组被试儿童(2岁﹑3岁组)进行了测试﹐一年后再复测。被试教师则填写《学校识字环境指数》问卷。研究者还到被调查的幼儿园进行现场课室观察。研究结果发现:(1)三地的学前中文识字课程政策及具体教学实践都有显着差异。(2)到4岁时﹐香港和新加坡幼儿在中文识字方面表现显著优于北京幼儿。(3)除年龄因素以外,不同的课程政策、教师年资及课堂教学经验等因素是预测幼儿一年后中文识字能力发展的最好指标。 相似文献
7.
Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems. 相似文献
8.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
9.
ABSTRACTPrevious research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised. 相似文献
10.
以成都市部分幼儿园教师作为调查对象,对幼儿园融合教育相关因素进行调查,结果不尽如人意。影响幼儿园教师融合教育的主要原因:幼儿园教师缺乏一定的融合理念和融合知识与技能,学前师资培养体制受到历史发展的制约,学前融合教育缺乏专业人员支持,学前融合教育缺乏经济与政策导向的大力支持。要促进成都市幼儿园融合教育发展,应大力培养学前特殊教育专业人才,提高其学前融合教育的能力,加强在职幼儿教师的培训,整合融合教育支持系统,给予幼儿融合教育切实的支持。 相似文献
11.
This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants’ beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers’ beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental involvement and self-reporting were partially parallel to the child-centred education philosophy. Also, there was only partial consistency between teachers’ beliefs about, self-reported practices of and actual practices of child-centred education. 相似文献
12.
Hooi San Phoon Melissa Ng Lee Yen Abdullah Anna Christina Abdullah 《The Australian Educational Researcher》2013,40(5):615-632
Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their current multicultural education practices as well as the challenges they encountered when implementing multicultural education. While the majority of teachers claimed that they implemented multicultural education, a closer examination revealed that most of them used the tourist or contribution approach which focuses on only the outward manifestations of a culture when dealing with multicultural education. The transformation or anti-bias approach was used by only a small number of teachers. The teachers identified some challenges in multicultural education implementation, such as lack of instructional resources and the lack of stakeholder support. Thus, it is important to ensure teachers develop more critical understandings of multicultural education through teacher education training and programs. Other efforts to help teachers overcome challenges in implementing multicultural education include producing and developing more instructional materials and learning aids, which are suitable for young children and appropriate for the local context. Preschool teachers also need stakeholders to give more support and to acknowledge the importance of implementing multicultural early childhood education. 相似文献
13.
Aristea Fyssa Anastasia Vlachou Elias Avramidis 《International Journal of Early Years Education》2014,22(2):223-237
This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of ‘diversity’ and the establishment of genuinely inclusive school cultures. 相似文献
14.
幼儿园教师的融合教育胜任力对于提升学前融合教育质量至关重要。本研究以950名有融合教育经验的在岗专任教师为研究对象,编制了《幼儿园教师融合教育胜任力问卷》。探索性因素分析发现幼儿园教师融合教育胜任力包括辅具使用、言行鼓励、家园沟通、环境改变、行为支持、预设调整6个维度。验证性因素分析表明此6维度模型数据拟合较好,问卷的信度和效度均达到心理测量学要求。利用该问卷对363名幼儿园教师进行调查,结果表明当前幼儿园教师的融合教育胜任力总体水平较高;融合幼儿园教师的胜任力水平显著高于非融合幼儿园教师;普通学前儿童家长的融合教育态度不同,其所在班级的教师胜任力也存在显著差异。为提升幼儿园教师的融合教育胜任力水平,国家应设置学前融合教育资源教师岗位,幼儿园教师资格证考试应适度增加学前融合教育内容,以此保障学前融合教育的师资。同时,幼儿园应注意在家园合作中渗透融合教育价值观,提高普通儿童家长对学前融合教育的接受度,使其支持班级教师开展融合教育。 相似文献
15.
Practices that support the transition to public preschool programs: Results from a National Survey 总被引：1，自引：0，他引：1
The number of children participating in public school preschool programs has steadily increased over the last two decades. While the use of specific practices to support the transition to kindergarten has received a great deal of attention, there are little data on the use of transition practices by public school preschool teachers to support children's entry into the public school preschool setting. This article presents findings from a national sample of 2434 public school preschool teachers on the use of 25 transition practices to support the transition of young children into public school preschool programs. The study represents a collaborative extension of the National Center for Early Development and Learning (NCEDL) Kindergarten Transition Survey [Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers’ practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1), 71–86]. Public school preschool teachers reported using an average of 12.81 of the 25 transition practices included in the survey, with a total of 12 of the 25 transition practices reportedly in use by 70% or more of teachers responding to the survey. Findings from this study indicate that three variables – training on the use of specific transition practices, classroom composition, and school context – were related to the use of transition practices by public school preschool teachers. 相似文献
16.
Guanglun Michael Mu 《International Journal of Disability, Development & Education》2015,62(6):551-555
China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond. 相似文献
17.
实施学前全纳教育是实现学前特殊儿童受教育权利的有力保障。学前全纳教育对幼儿教师提出了新的挑战,为了应对这个挑战,需要培养全纳型幼儿教师。结合我国幼儿教师教育现状,对全纳型幼儿教师的培养提出以下建议:改革职前教育体制,培养合格的全纳型幼儿教师;加强在职培训,促进全纳型幼儿教师的专业发展。 相似文献
18.
Sloan Storie Christan Grygas Coogle Naomi Rahn Jennifer Riggie Ottley 《Early Childhood Education Journal》2017,45(6):735-743
This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers’ use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without disabilities who participated in activities. Results suggest pre-service teachers’ use of evidence-based communication strategies was related to increased functional communication by children in the inclusive preschool classrooms. Implications for future research and classroom practices are discussed. 相似文献
19.
为了解普通幼儿园工作者对特殊幼儿融合教育问题的态度和意见,本文对174名教师和保育员进行问卷调查,主要发现:(1)幼教工作者对特殊幼儿有一定的了解,但不够深入;(2)幼教工作者以及普通幼儿家长在保障师资、设备以及教育方式的情况下,更乐意接受特殊幼儿进入普通幼儿园;(3)幼教工作者认为学前阶段实施特殊教育最需解决的问题依次为师资问题、设备问题、家长观念、教师观念、经费问题以及专设督导机构问题。 相似文献
20.
Denise H. Daniels 《Psychology in the schools》2014,51(3):256-272
Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short‐term longitudinal study examined children's affective orientations and other school‐related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities. 相似文献