Examining the Impact of Inclusion Literature on Early Childhood Preservice Teachers

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-10 - Making, Coaching, and Listening: Enhancing Special Education Teacher Preparation

Abstract

Early childhood pre-service teachers (PSTs) will be tasked with the responsibility of meeting the diverse educational needs of young children in grades Preschool through third grade. Reading inclusion literature, non-fiction literature written either by an individual with a disability or their families, may offer PSTs a deeper understanding of students with disabilities and make clearer the complexity of the lives the student and families experience (Baglieri, Valle, Connor, & Gallagher, 2011; Lava & Lehman, 2007). The purpose of this research is to examine the impact of reading inclusion literature on early childhood PST’s experiences working with young children with disabilities and their families. Three identified themes emerged from the reflections: Understanding Parent Perspectives, Deeper Understanding of the Disability, and Advocacy.

Author

• Gretchen M. Cole-Lade, Oklahoma State University