Wendy or Tinkerbell? How the Underrepresentation of Girls Impacts Gender Roles in Preschool Special Education

Autor/in	Manwaring, Joanne S.
Titel	Wendy or Tinkerbell? How the Underrepresentation of Girls Impacts Gender Roles in Preschool Special Education
Quelle	In: TEACHING Exceptional Children, 40 (2008) 5, S.60-65 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Females; Disproportionate Representation; Disabilities; Preschool Children; Social Isolation; Special Education; Teaching Methods; Gender Differences; Self Contained Classrooms; At Risk Students; Student Development; Cognitive Style; Teacher Competencies; Disability Identification; Preschool Teachers; Play; Language Acquisition; Social Development; Skill Development + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Isolation; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Cognitive styles; Kognitiver Stil; Lehrkunst; Erzieher; Erzieherin; Kindergärtnerin; Spiel; Sprachaneignung; Spracherwerb; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The scope of this article is to discuss the impact of underrepresentation of girls in separate, self-contained special education classes for preschool children in a large school district in the southeastern United States. On a regular basis, preschool girls identified with special needs are being placed in self-contained classes where there they may be the only girl. The underrepresentation of girls in preschool self-contained special education classes results in social isolation and places the girls at risk for appropriate language, social, academic, and play skills. Teachers need to be sure to teach to all of the learning styles in their classrooms and to promote social interactions between both genders to help alleviate the lack of same-gender opportunities for girls. (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10