Effects of Taking the Introduction of Special Education Class on the Change of the Pre-service Early Childhood Teachers' Perception of Inclusion Education and Efficacy

2020 ◽  
Vol 36 (3) ◽  
pp. 345-361
Author(s):  
Seong Hwa Kim ◽  
In Won Lee
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Education Class ◽  
Inclusion Education

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>

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