ERIC Number: EJ852660
Record Type: Journal
Publication Date: 2008
Reference Count: 17
Wendy or Tinkerbell? How the Underrepresentation of Girls Impacts Gender Roles in Preschool Special Education
Manwaring, Joanne S.
TEACHING Exceptional Children, v40 n5 p60-65 May-Jun 2008
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.
Descriptors: 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
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: firstname.lastname@example.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Authoring Institution: N/A