Harnessing Abilities and Talents: Parents' Perspectives on Responsive Inclusive Early Childhood Education

Autor/inn/en	Puig, Victoria I.; Evenson, Tara L.
Titel	Harnessing Abilities and Talents: Parents' Perspectives on Responsive Inclusive Early Childhood Education
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2127825
Schlagwörter	Parent Attitudes; Inclusion; Early Childhood Education; Students with Disabilities; Parent School Relationship; Preschool Education; Autism Spectrum Disorders; Interpersonal Communication; Teamwork + Suchen Sie Ihr Suchwort? Elternverhalten; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Autism; Autismus; Interpersonale Kommunikation
Abstract	Research endorses accessing the insights of parents whose children have attended inclusive programs as requisite for the continued expansion and evaluation of inclusive education. In this study, researchers follow up with parents of children with disabilities who had attended a university-based inclusive preschool program. It draws on research and theory from both the Early Childhood Education and Inclusive Education disciplines. Through semi-structured interviews parents share their family's educational stories and reflect on how their understandings of inclusion have continued to evolve over time. Participants describe what was meaningful about their child's early childhood inclusive education experiences, how they made decisions about their children's ongoing educational services and settings, and the ways philosophies and practice sometimes clashed. Findings include the importance parents place on reciprocal partnerships with professionals, how they carry professionals' words with them, and what they value most about inclusive education. Recommendations for practice and teacher preparation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01