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ERIC Number: EJ1084709
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1090-1027
Parent-Professional Partnerships in Early Education: Relationships for Effective Inclusion of Students with Disabilities
Cummings, Katrina P.; Sills-Busio, Dionne; Barker, A. Fain; Dobbins, Nicole
Journal of Early Childhood Teacher Education, v36 n4 p309-323 2015
The increasing enrollment of children with disabilities and developmental delays in inclusive settings requires reconsiderations of the scope and depth of early childhood professional development. In this study, a phenomenological research design was used to gain the perspectives of 13 parents and child care providers about their participation in an in-service training guided by the Partnerships in Early Education: Relationships with Supports (PEERS) model, which was designed to promote inclusive practices in early childhood child care settings. The analysis of collected interview data indicates that the training model has various components that participants found useful for the implementation of inclusive practices. Implications for the development of statewide collaborative in-service trainings on inclusive education for young children with special needs are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina