scholarly journals Preschool and Kindergarten Teachers’ Assessments of Children with Special Needs and Influences on Their Assessments

2021 ◽  
Vol 21 (0) ◽  
pp. 29-41
Author(s):  
Yijie LIU ◽  
Shinji KURIHARA
Keyword(s):  
Special Needs ◽  
Kindergarten Teachers ◽  
Children With Special Needs

Kindergarten Teachers' Perceptions of Instructing Students with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Sharon Vaughn ◽  
Meryl Reiss ◽  
Liz Rothlein ◽  
Marie Tejero Hughes
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Children With Special Needs ◽  
Teachers Perceptions ◽  
Outcomes For Children ◽  
Prekindergarten Programs

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.

scholarly journals Scientific Competencies of Kindergarten Teachers for Identifying Children with Special Needs and Their Attitudes towards Them – Survey Study in Najran, KSA

2016 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Mervat Ragab Saber ◽  
Fayza A. Yousf
Keyword(s):  
Special Needs ◽  
Work Experience ◽  
Positive Relationship ◽  
Kindergarten Teachers ◽  
Survey Study ◽  
Children With Special Needs ◽  
Years Of Experience ◽  
Female Teachers ◽  
Academic Year ◽  
Scientific Competencies

<p>The present study is an attempt to find out the availability of scientific competencies among kindergarten female teachers for identifying children with special needs in Najran and to identify the correlation between the scientific competencies to identify children with special needs and the attitude towards them. The variables utilized in this study are (specialization, years of experience, and number of courses). The study sample consists of (150) kindergarten teachers in Najran for the academic year (2014/2015). For achieving the purposes of the study, the two authors utilized a questionnaire to measure the scientific competencies, which comprised (43) items and another questionnaire to measure the attitude towards children with special needs. The study resulted that the kindergarten teachers enjoy scientific competencies related to the skill of identifying the special-needs child and the skill of dealing with that child. There is also a positive relationship between the scores of the sample of the scientific competencies for the special-needs child and their scores on the scale of the attitude towards the child, as well as there are statistical differences for the scales of competencies and attitudes towards the special-needs child in favor of the specialization of Kindergarten and those of medium work experience (6-10) years. <strong></strong></p>

scholarly journals Readiness of Kindergarten Teachers for Inclusive Education

2015 ◽  
Vol 3 ◽  
pp. 86
Author(s):  
Svetlana Nesyna ◽  
Nataliya Starovoit
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Training ◽  
Data Gathering ◽  
Educational Experience ◽  
Training And Development ◽  
Kindergarten Teachers ◽  
Psychological Support ◽  
Children With Special Needs

The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, children interaction, necessity of special conditions for successful inclusion. Most kindergarten teachers don’t have professional and educational experience for interaction with children who have special needs. Moreover it has been revealed deficiency of psychological and professional readiness for inclusive education in the groups of kindergarten teachers. Successful realization of inclusion requires additional professional training and development of system of pedagogical and psychological support for kindergarten teachers.

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