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Underwood, Kathryn; Frankel, Elaine; Parekh, Gillian; Janus, Magdalena – Exceptionality Education International, 2019
This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are…
Descriptors: Early Childhood Education, Labeling (of Persons), Student Needs, Students with Disabilities
Pelletier, Janette; Fesseha, Ellen – Exceptionality Education International, 2019
Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second…
Descriptors: Kindergarten, School Schedules, Program Effectiveness, At Risk Students
Montgomery, Angela; Mirenda, Pat – Exceptionality Education International, 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Teaching Methods