Early Identification within Inclusive Early Childhood Curriculum: An Ethnographic Study from New Zealand

Autor/inn/en	Zhang, Qilong; Morrison, Val
Titel	Early Identification within Inclusive Early Childhood Curriculum: An Ethnographic Study from New Zealand
Quelle	In: Early Child Development and Care, 190 (2020) 3, S.310-321 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Qilong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1471472
Schlagwörter	Foreign Countries; Inclusion; Early Childhood Education; Special Needs Students; Disability Identification; Parent Attitudes; Teacher Attitudes; Program Implementation; National Curriculum; Teamwork; Screening Tests; Family Involvement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sonderpädagogischer Förderbedarf; Elternverhalten; Lehrerverhalten; Screening-Verfahren; Neuseeland
Abstract	Inclusive education has long been implemented in regular educational settings in many jurisdictions including New Zealand (NZ). Since many children with special educational needs (CSEN) are not identifiable in a family environment, to ensure all CSEN are supported in a timely manner, early identification should be an integral component of the inclusive curriculum. Adopting focused ethnography, this study investigated how CSEN were identified within the mandated national curriculum framework in a regular early childhood setting in NZ. The data analysis revealed: (1) A common belief about the importance of early identification was shared by the parents and teachers; (2) A three-step (noticing, assessing, referring, NAR) process of early identification was implemented; (3) The implementation of the NAR process was in compliance with the four principles of NZ's national curriculum framework. The implication of the early identification process was discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01