ERIC Number: EJ1164847
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms
Donegan-Ritter, Mary; Kohler, Frank W.
Journal of the American Academy of Special Education Professionals, p104-117 Spr-Sum 2017
Preparing early childhood teachers for inclusion requires the blending of high quality developmentally appropriate practices with environmental adaptations and individualized instructional practices. This article describes how a field experience was redesigned to incorporate evidence based practices in teaming and collaboration, environment and instruction. A STEM learning center was the context for this case study on a preservice teacher and preschool child with special needs. Changes to the physical, social and temporal environment set the stage for promoting communication goals and led to increased child engagement and language use. Implications and recommendations for how to structure unified early childhood/early childhood special education teacher preparation programs for blended practices are discussed.
Descriptors: Early Childhood Education, Preschool Teachers, Inclusion, Evidence Based Practice, Special Education, Special Education Teachers, Teacher Education Programs, Field Experience Programs, Case Studies, Special Needs Students, Preservice Teachers, Preservice Teacher Education, Preschool Children, Developmentally Appropriate Practices, Learner Engagement, STEM Education, Teamwork, Blended Learning, Intervention, Observation
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: email@example.com; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A