Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter

Autor/inn/en	Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Tracey, Danielle; Barker, Katrina
Titel	Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 2, S.79-88 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414566014
Schlagwörter	Foreign Countries; Inclusion; Regular and Special Education Relationship; Mainstreaming; Teacher Attitudes; Early Childhood Education; Preschool Teachers; Teacher Characteristics; Statistical Analysis; Teacher Education; Advocacy; Teacher Role; Mental Retardation; Visual Impairments; Hearing Impairments; Speech Impairments; Language Impairments; Physical Disabilities; Autism; Pervasive Developmental Disorders; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Academically Gifted; Surveys; Principals; Administrator Attitudes; Multivariate Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Statistische Analyse; Lehrerausbildung; Lehrerbildung; Sozialanwaltschaft; Lehrerrolle; Geistige Behinderung; Visual handicap; Sehbehinderung; Hearing impairment; Hörbehinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Physical handicap; Körperbehinderung; Autismus; Learning handicap; Lernbehinderung; Survey; Umfrage; Befragung; Principal; Schulleiter; Multivariate Analyse; Hongkong
Abstract	Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers' attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers' support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01