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ERIC Number: ED529231
Record Type: Non-Journal
Publication Date: 2011
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1246-1975-0
Preparing Early Childhood Special Educators for Inclusive Practice
Hooper, Belinda Bourne
ProQuest LLC, Ph.D. Dissertation, Virginia Commonwealth University
The purpose of this study was to describe experienced practitioners' beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Opportunities for Preschoolers (IPOP). The study occurred in two stages: (1) a survey of ECSE IPOP planning team members, and (2) focus group interviews with ECSE IPOP planning team members. Data were analyzed using statistical and qualitative methods and interpreted through the "Learning to Teach in Community" framework. This study provides an understanding of how early childhood inclusion is actualized in practice in one state seeking to systematically increase the inclusive placement options available for preschool age children with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia