A Document Analysis of the National Association for the Education of Young Children's Developmentally Appropriate Practice Position Statement: What Does It Tell Us about Supporting Children with Disabilities?

Autor/in	Gregg, Katy
Titel	A Document Analysis of the National Association for the Education of Young Children's Developmentally Appropriate Practice Position Statement: What Does It Tell Us about Supporting Children with Disabilities?
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 2, S.175-186 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.2.175
Schlagwörter	Early Childhood Education; Disabilities; Young Children; Teaching Methods; Professional Associations; Developmentally Appropriate Practices; Position Papers; Content Analysis; National Standards; Classroom Environment; Accessibility (for Disabled); Individualized Education Programs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Positionspapier; Inhaltsanalyse; Klassenklima; Unterrichtsklima; Accessibility; Zugänglichkeit; Individualized education program; Individualisierendes Lernen
Abstract	With the increasing frequency of young children with disabilities being included in early childhood classrooms, there is a critical need for early childhood educators and professionals to take an analytical look at the standards guiding early childhood education. By completing a qualitative document analysis of the developmentally appropriate practice (DAP) position statement of the National Association for the Education of Young Children, the author explored what the statement articulates regarding children with disabilities included in early childhood classrooms. This discussion explicates what teachers may take away from DAP regarding disabilities and the gaps it leaves for individual interpretation in classrooms. Findings indicate that while DAP and inclusive practices have much in common, the position statement lacks the specificity necessary to assist general early childhood teachers in implementing individualized approaches. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10