ERIC Number: EJ1294940
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
EISSN: N/A
Let's Talk: Examining the Short and Long Term Effect of Inclusion Literature on Early Childhood Pre-Service Educators
International Journal of Disability, Development and Education, v68 n3 p383-394 2021
Pre-service teacher education programmes should systematically plan to increase the PST's understanding of how to meet the needs of the 13% of the children with disabilities in the general education classroom and develop skills and strategies to support children with disabilities and their families. Reading inclusion literature, non-fiction literature written either by an individual with a disability or their families, may offer PSTs a deeper understanding, augment the information they learn in the textbooks, and make clearer the complexity of the lives of students with disabilities and their family's experience. The participants were 22 pre-service early childhood education teachers enrolled in a senior-level Family, School, and Community course at a university in a southern state during their semester prior to student teaching. After reading a non-fiction inclusion literature book, participants reflected on what they learned from the book and how the book might impact their teaching in the future. Coding of all reflections revealed the following emergent themes: Understanding Parent Perspectives, Deeper Understanding of the Student and their Disability, and Advocacy. Results indicate a strong impact on how pre-service early childhood educators will support and interact with children with disabilities and their families in their future classrooms.
Descriptors: Inclusion, Early Childhood Teachers, Preservice Teachers, Students with Disabilities, Childrens Literature, Nonfiction, Student Attitudes, Knowledge Level, Instructional Effectiveness, Parent Attitudes, Advocacy
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A