Teachers' Concerns about Inclusion in Mainstream Early Childhood Development in Zimbabwe

Autor/in	Majoko, Tawanda
Titel	Teachers' Concerns about Inclusion in Mainstream Early Childhood Development in Zimbabwe
Quelle	In: International Journal of Special Education, 33 (2018) 2, S.343-365 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Teacher Attitudes; Inclusion; Mainstreaming; Early Childhood Education; Child Development; Foreign Countries; Severity (of Disability); Disabilities; Case Studies; Phenomenology; Negative Attitudes; Facilities; Large Group Instruction; Grounded Theory; Preschool Teachers; Special Needs Students; Zimbabwe + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Ausland; Schweregrad; Handicap; Behinderung; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Negative Fixierung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sonderpädagogischer Förderbedarf; Simbabwe
Abstract	This study examined teachers' concerns about inclusion in mainstream Early Childhood Development (ECD) in Mashonaland West educational province of Zimbabwe. Embedded within the "core expertise" of inclusive pedagogy, the study draws on a sample of twenty-one mainstream ECD teachers purposively selected from the educational province. Entrenched within qualitative phenomenological methodology, individual semi-structured interviews, nonparticipant observation and document analysis were conducted to collect data. The study used a constant comparative approach of data organisation with continual adjustment throughout the analysis. Participants had systemic concerns about inclusion in mainstream ECD including the lack of physical facilities, time, clear and specific policy, finance, support services and flexible curricula. Participants also had teaching related concerns about inclusion including stakeholders' negative attitudes, large class sizes, inadequate professional preparation and the nature and severity of disabilities. The institutionalisation of individual and institutional capacity building strategies could optimise inclusion in mainstream ECD in Zimbabwe. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01