Judith A. Niemeyer

Teachers’ Attitudes Toward Inclusion: Factors Influencing Classroom Practice

Early childhood teachers may express positive views about inclusive practices but are the practices implemented in their classrooms? This study examined preservice and inservice teachers’ attitudes toward inclusive practices as reflected in the teachers’ behaviors. This qualitative study utilized open-ended initial interviews, observations with follow-up interviews, and observer field notes that were analyzed using content analysis with emergent themes from the different data sources. The results suggest that teachers’ attitudes toward inclusion appear to be influenced by their previous experiences in inclusive classrooms, and that the teachers implemented inclusive practices by involving all children in classroom activities, including those with disabilities. While the teachers did implement inclusive practices, they indicated that appropriate preservice training, support from administrators, and support from resource personnel are important to provide a successful inclusive environment. Implications are discussed for teacher education programs in training preservice professionals to work with children with disabilities and providing appropriate practica experiences in inclusive environments.

Preservice Teacher Beliefs About Inclusion: Implications for Early Intervention Educators

This study examined the development of preservice teacher beliefs about inclusion. Six undergraduates from a southeastern university who were enrolled in a birth through kindergarten licensure program were interviewed and made available reflective writings for a qualitative analysis. Some beliefs were found during the group focus interview and initial individual interview, but additional beliefs evolved within the student teaching experience itself and are described in this article. Data suggested that students held positive beliefs about inclusion, although the context of the inclusion setting also mediated these beliefs. Students were confronted with challenges that inclusion settings often present. One finding suggested the importance of support for students to develop problem-solving and decision-making skills within inclusion contexts to provide for positive teacher beliefs about inclusion.

Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned

Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed.

Involving families in training early childhood educators: Developing a framework for family centeredness

Abstract More early childhood programs are including young children with disabilities, thereby creating inclusive environments. In order to adequately prepare personnel for working in these inclusive settings and because of the major focus on family involvement, teacher preparation programs have developed competencies related to family centered practices. One of the most valuable methods for assisting students in developing a family‐centered philosophy is to involve families in the training process. Families of children with disabilities already have much experience in dealing with the many diverse services provided to young children such as, medical staff, social service agencies, specialists (i.e., physical therapists, occupational therapists), early interventionists and teachers and therefore, could provide extensive learning opportunities for students especially from a parents’ perspective. While there are many advantages for involving family members in training activities, there are also some challenges. The purpose of this article is to discuss the importance of involving families in early childhood teacher preparation programs, different strategies for including them, and the benefits and challenges of partnering with them.

Inclusion of Children with Special Needs in School-Age Child Care Programs.

From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research agendas.