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ERIC Number: EJ946961
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1090-1027
Teaching All Children: Preparing Early Childhood Preservice Teachers in Inclusive Settings
Voss, Joy A.; Bufkin, Linda J.
Journal of Early Childhood Teacher Education, v32 n4 p338-354 2011
Preparing early childhood and early childhood special education preservice teachers for inclusive settings is the focus of this article. The need for all teachers to be prepared for inclusive settings has become evident with the growing diversity of children in every classroom. Integrating inclusive content throughout the teacher preparation program sets the expectation for inclusion in the schools. The standards from the Division for Early Childhood of Council for Exceptional Children and the National Association for the Education of Young Children provide a framework to link inclusive content and fieldwork to preservice teacher experiences. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences. (Contains 4 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A