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Singh, Pratika; Zhang, Kaili C. – Support for Learning, 2022
This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood…
Descriptors: Preschool Teachers, Teacher Attitudes, Inclusion, Special Needs Students
Takala, Marjatta; Sirkko, Riikka – Support for Learning, 2022
The attitudes towards inclusion and the terms used related to special needs by pre-service teachers in three Finnish universities were studied. Inclusion is the main educational policy in Finland, and special solutions are avoided when possible. With a questionnaire and a brief survey, data from 488 pre-service teachers (PSTs) were collected and…
Descriptors: Preservice Teachers, Student Attitudes, Special Needs Students, Teacher Education Programs
Yassine, Jordan; Tipton-Fisler, Leigh Ann; Katic, Barbara – Support for Learning, 2020
Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression,…
Descriptors: Teacher Student Relationship, Classroom Techniques, Preschool Teachers, Young Children