Limited Representation of Disability in Early Childhood Classrooms: Data from South Korea

Autor/inn/en	Yu, SeonYeong; Kim, RahKyung
Titel	Limited Representation of Disability in Early Childhood Classrooms: Data from South Korea
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.106-123 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, SeonYeong) ORCID (Kim, RahKyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2158355
Schlagwörter	Foreign Countries; Students with Disabilities; Early Childhood Education; Inclusion; Teacher Participation; Faculty Development; Teaching Experience; Correlation; Social Bias; Teacher Role; Early Childhood Teachers; Child Care Centers; Classroom Environment; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Korrelation; Lehrerrolle; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Klassenklima; Unterrichtsklima
Abstract	Positive representation of human diversity in class materials and curriculum contributes to children's sense of belonging, increased self-esteem, and understanding of others. However, research has shown lack of or limited representation of disability in early childhood classrooms. Most of these studies have been conducted(EC) in the United States with limited information on how classrooms in other countries represent disabilities. The purpose of the current study was to examine disability representation in 59 EC classrooms in South Korea, using the "Inventory of Disability Representation" (IDR, Favazza, P. C., and S. L. Odom. 1997. 'Promoting Positive Attitudes of Kindergarten-age Children Toward People with Disabilities'. "Exceptional Children" 63: 405-418. doi:10.1177/001440299706300308). Results revealed that the participating EC classrooms (84.6%) in South Korea showed no or low levels of disability representations, which were consistent with the findings from previous studies conducted in the United States. Additionally, the "IDR" scores for the inclusive classrooms (n = 23) that include children with disabilities were significantly higher than non-inclusive classrooms (n = 36). Teachers' participation in disability-related trainings and their years of teaching were also positively correlated with the level of disability representation in their classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01