Special Educational Needs and Disabilities in Early Childhood Education (South Africa)

2019 ◽  
Author(s):  
Dikeledi Mahlo
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Childhood Education

scholarly journals ¿CÓMO PERCIBEN LA DIVERSIDAD LOS FUTUROS MAESTROS DE EDUCACIÓN INFANTIL?

2016 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Yésica Teijeiro Boo ◽  
María J. Fluza Asorey
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Process ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Santiago De Compostela ◽  
Childhood Education ◽  
Special Needs Education ◽  
Inclusive School ◽  
School Concept

Abstract:HOW DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION PERCEIVE THE DIVERSITY?This work reports a research process that is being developed with students of the course “Inclusive School and Special Needs Education”, taught in the 2nd year of the Early Childhood Education Degree in the Lugo branch of the University of Santiago de Compostela. This project aims to study the knowledge and preconceptions that these students have about Inclusion and Special Educational Needs (SEN), and their beliefs regarding different disabilities. Despite not having definitive data, the present results show the need to work in the training of teachers in order to banish false beliefs about diversity and thus ensure that the inclusive school concept is a reality in the hands of future professionals in education.Keywords: Inclusive School, Diversity, Special Educational Needs, Early Childhood Education Degree.Resumen:El presente trabajo da cuenta de una investigación en proceso que se está desarrollando con alumnado de la materia de Escuela Inclusiva y Necesidades Educativas Especiales que se imparte en el 2º curso del Grado de Maestro y Maestra de Educación Infantil, en el campus de Lugo de la Universidad de Santiago de Compostela. Con este proyecto se pretende estudiar los conocimientos y las ideas previas que este alumnado tiene acerca de la Inclusión y las Necesidades Educativas Especiales (NEE), además de sus creencias en relación a las diferentes discapacidades. A pesar de no contar con los datos definitivos, los resultados actuales muestran la necesidad de trabajar en la formación de los maestros con el fin de desterrar falsas creencias con respecto a la diversidad y así garantizar que el concepto escuela inclusiva sea una realidad en manos de los futuros profesionales de la educación.Palabras clave: Escuela Inclusiva, Diversidad, Necesidades Educativas Especiales, Grado en Educación Infantil.

scholarly journals A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs

2019 ◽  
Vol 29 (3) ◽  
pp. 22-41
Author(s):  
Edward Melhuish ◽  
Jacqueline Barnes ◽  
Julian Gardiner ◽  
Iram Siraj ◽  
Pamela Sammons ◽  
...  
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Child Outcomes ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Policy And Practice ◽  
Childhood Education ◽  
Education And Care ◽  
Mean Trend

Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.

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