Quality in Inclusive Preschool Classrooms

Autor/inn/en	Hestenes, Linda L.; Cassidy, Deborah J.; Shim, Jonghee; Hegde, Archana V.
Titel	Quality in Inclusive Preschool Classrooms
Quelle	In: Early Education and Development, 19 (2008) 4, S.519-540 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Disabilities; Preschool Children; Teacher Student Relationship; Inclusive Schools; Self Contained Classrooms; Mainstreaming; Educational Quality; Special Needs Students; Severity (of Disability); Teacher Education; Interaction; Preschool Teachers; Teaching Experience; Special Education; Teacher Qualifications; Comparative Analysis; North Carolina; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Inclusive school; Integrative Schule; Quality of education; Bildungsqualität; Sonderpädagogischer Förderbedarf; Schweregrad; Lehrerausbildung; Lehrerbildung; Interaktion; Erzieher; Erzieherin; Kindergärtnerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrqualifikation
Abstract	Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher-child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher-child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher-child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10