TY - JOUR
T1 - Classroom Readiness for Successful Inclusion
T2 - Teacher Factors and Preschool Children’s Experience With and Attitudes Toward Peers With Disabilities
AU - Kwon, Kyong Ah
AU - Hong, Soo Young
AU - Jeon, Hyun Joo
PY - 2017/7/3
Y1 - 2017/7/3
N2 - The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with their attitudes toward disabilities and inclusion; and children’s perceived contact with people who have disabilities was positively associated their attitudes toward peers with disabilities. However, none of the teacher factors predicted children’s attitudes toward peers with disabilities. Early childhood teachers need more training opportunities to learn about disabilities to develop positive attitudes toward disabilities and inclusion. Providing frequent contact with people with disabilities may enhance children’s acceptance of peers with disabilities.
AB - The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with their attitudes toward disabilities and inclusion; and children’s perceived contact with people who have disabilities was positively associated their attitudes toward peers with disabilities. However, none of the teacher factors predicted children’s attitudes toward peers with disabilities. Early childhood teachers need more training opportunities to learn about disabilities to develop positive attitudes toward disabilities and inclusion. Providing frequent contact with people with disabilities may enhance children’s acceptance of peers with disabilities.
KW - Children with disabilities
KW - early childhood education
KW - preschoolers
KW - teacher attitudes
KW - teacher education and training
UR - http://www.scopus.com/inward/record.url?scp=85019106074&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85019106074&partnerID=8YFLogxK
U2 - 10.1080/02568543.2017.1309480
DO - 10.1080/02568543.2017.1309480
M3 - Article
AN - SCOPUS:85019106074
VL - 31
SP - 360
EP - 378
JO - Journal of Research in Childhood Education
JF - Journal of Research in Childhood Education
SN - 0256-8543
IS - 3
ER -