ERIC Number: EJ836813
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field
Mogharreban, Cathy C.; Bruns, Deborah A.
Early Childhood Education Journal, v36 n5 p407-414 Apr 2009
In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources.
Descriptors: Inclusive Schools, Preschool Education, Public Schools, Interdisciplinary Approach, Educational Cooperation, Role, Outcomes of Education, Instruction, Resources, Program Administration
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A