Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California

Frontiers in Education

Education

Janice Myck-Wayne¹  Sung Hee Lee¹  Aja McKee² 

[1] Department of Special Education, California State University, Fullerton, CA, United States;null;

关键词: early childhood education;    special education;    inclusion;    higher education;    preservice educators;   

DOI  :  10.3389/feduc.2023.1142670

 received in 2023-01-11, accepted in 2023-04-26,  发布年份 2023

来源: Frontiers

【 摘 要 】

Early childhood special educators in the United States must familiarize themselves with the importance of inclusive practices and how to successfully implement these practices to support young students with disabilities in the least restrictive environment. Depending on the credentialing program special educators in the United States complete, their understanding and training in inclusive education can vary greatly. The purpose of this study was to address the need for training in inclusion by creating an Office of Special Education Program (OSEP) grant-funded inclusive education course for preservice early childhood special educators at one university in California and then to examine how the inclusion course changed early childhood special education teacher candidates’ knowledge and beliefs of inclusion. Over 4 years, 97 early childhood special education preservice teachers participated in pre- and postcourse surveys, which determined their perceptions, understanding, and practical skills of inclusive education increased, demonstrating course effectiveness.

【 授权许可】

Unknown   
Copyright © 2023 McKee, Myck-Wayne and Lee.