Changes in pre-service early childhood teachers perception of special education after participation in special education introductory class by applying reflection journal

2020 ◽  
Vol 5 (1) ◽  
pp. 63-85
Author(s):  
Hyo Soon Nam
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Introductory Class

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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