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Exploration of Early Childhood Educa...

Bowman, Kristin L.

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Exploration of Early Childhood Educators' Struggle for Inclusion of Infants and Toddlers with Developmental Delays.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploration of Early Childhood Educators' Struggle for Inclusion of Infants and Toddlers with Developmental Delays./
Author:	Bowman, Kristin L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	300 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13880720
ISBN:	9781392138526

Exploration of Early Childhood Educators' Struggle for Inclusion of Infants and Toddlers with Developmental Delays.
Bowman, Kristin L.

Exploration of Early Childhood Educators' Struggle for Inclusion of Infants and Toddlers with Developmental Delays. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 300 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ed.D.)--Cabrini University, 2019.

This item must not be sold to any third party vendors.

While there is a great body of research regarding inclusion of children with disabilities in educational settings, inquiry regarding inclusion for children under the age of five is comparatively much less robust. More children with developmental delays, learning differences, and disabilities are attending traditional early care and early education (ECE) programs. As a result, more teachers and programs are reporting that they lack the resources, expertise, and training to care for and educate these young children. Despite numerous references in the popular press regarding the exclusion of kindergarteners and preschoolers and the proliferation of corresponding local initiatives to promote inclusion of young children in early care and education settings, Gilliam and Shahar (2006) noted a distinct lack of literature regarding exclusionary and inclusive practices for young children. Weglarz-Ward (2018) echoes this position twelve years later. The ethnographically informed phenomenological study explored how Early Intervention specialists can support the inclusion in ECE settings of an understudied population of children-infants and toddlers with disabilities. Additionally, this study examined how micro-level (in classroom) structural supports, in this study, the EI coaching model, and macro-level guidelines (governmental policies) impact the support for teachers enacting inclusion for infants and toddlers with special needs. Four primary findings emerged: EI and ECE professionals expressed an ideological belief in coaching and inclusion; there was dissonance between the ideological position and actualizing inclusive practices; there are distinct differences in planning for and supporting inclusion for infants and toddlers versus preschool aged children; macro-level supports are not consistently made meaningful in ECE programs and classrooms.

ISBN: 9781392138526Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Disability

Exploration of Early Childhood Educators' Struggle for Inclusion of Infants and Toddlers with Developmental Delays.
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500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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520 $a While there is a great body of research regarding inclusion of children with disabilities in educational settings, inquiry regarding inclusion for children under the age of five is comparatively much less robust. More children with developmental delays, learning differences, and disabilities are attending traditional early care and early education (ECE) programs. As a result, more teachers and programs are reporting that they lack the resources, expertise, and training to care for and educate these young children. Despite numerous references in the popular press regarding the exclusion of kindergarteners and preschoolers and the proliferation of corresponding local initiatives to promote inclusion of young children in early care and education settings, Gilliam and Shahar (2006) noted a distinct lack of literature regarding exclusionary and inclusive practices for young children. Weglarz-Ward (2018) echoes this position twelve years later. The ethnographically informed phenomenological study explored how Early Intervention specialists can support the inclusion in ECE settings of an understudied population of children-infants and toddlers with disabilities. Additionally, this study examined how micro-level (in classroom) structural supports, in this study, the EI coaching model, and macro-level guidelines (governmental policies) impact the support for teachers enacting inclusion for infants and toddlers with special needs. Four primary findings emerged: EI and ECE professionals expressed an ideological belief in coaching and inclusion; there was dissonance between the ideological position and actualizing inclusive practices; there are distinct differences in planning for and supporting inclusion for infants and toddlers versus preschool aged children; macro-level supports are not consistently made meaningful in ECE programs and classrooms.
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