Early Childhood Teachers often Ill Prepared to Care for Children with Disabilities. FPG Snapshot. Number 31, August 2006

Titel	Early Childhood Teachers often Ill Prepared to Care for Children with Disabilities. FPG Snapshot. Number 31, August 2006
Quelle	(2006), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Disabilities; Child Development; Teacher Education Programs; Preschool Teachers; Teacher Competencies; Preschool Children; Special Education; Teacher Qualifications; Inclusive Schools; Mainstreaming + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Kindesentwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrkunst; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrqualifikation; Inclusive school; Integrative Schule
Abstract	While the majority of preschool classrooms have at least one child with a disability, teachers often have little or no training in educating and caring for these children. A survey of those overseeing early childhood teacher preparation programs reveals that even though early intervention and special education is part of many programs' missions, coursework and training often fall short. This report summarizes the important findings of the survey, and its recommendations concerning teacher preparation practices. [This FPG Snapshot was produced by the FPG Child Development Institute at the University of North Carolina, Chapel Hill.] (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10