Perceptions of pre-service early childhood teachers about special education coursework through an IPA analysis

2021 ◽  
Vol 41 (1) ◽  
pp. 319-331
Author(s):  
Jihye Choi
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Education Coursework

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

scholarly journals Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

2015 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Natalie Danner ◽  
Susan Fowler
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
General Education ◽  
Early Childhood Teachers ◽  
Education Professional ◽  
Education Professional Development ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

<p>Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.</p>

scholarly journals Psychological Security Among University Students: Highlighting Pre-Service Teachers of Children with Disabilities and Pre-School Children

2020 ◽  
Vol 11 (6) ◽  
pp. 41
Author(s):  
Eman Al-Zboon ◽  
Ibrahim Jumia'an
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
School Children ◽  
Religious Commitment ◽  
Early Childhood Teachers ◽  
Future Research ◽  
Policy Makers ◽  
Education Services ◽  
Mean Differences ◽  
Descriptive Method

A survey of psychological security among pre-service teachers is significant for policy-makers in health and education services sectors to certify skilled teachers to work with children. So, the purpose of the current study was to investigate the level of psychological security of Jordanian pre-service special education and early childhood teachers. A descriptive method design was adopted. A survey was used to collect data about the level of psychological security of Jordanian pre-service teachers. Participants of the study were 216 special education and early childhood teachers. Results showed that teachers cited average levels of PS and 10.6 % of all participants had a low level of PS. Teachers rated thinking about the future, life being interesting, love between people, and unknown things as problematic issues in PS. Results revealed no statistically significant mean differences due to gender, average achievement or religious commitment. Recommendations for field and future research are presented.

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