Perspectives of Early Childhood and Elementary Preservice Teachers on Inclusion for Children With Developmental Disabilities

• In Event: Roundtable Session 45
  In Roundtable Session: Meeting the Needs of Diverse Learners

Abstract

This mixed methods study reports perspectives of pre-service early childhood educators and elementary teacher candidates on teaching children with developmental disabilities (DD) in inclusive classrooms. Participants completed questionnaires about experience, knowledge, training, and advocacy regarding children with DD; and feelings of competence for collaborating and meeting the needs of students with DD. They completed Teachers’ Sense of Efficacy Scale (short form). Elementary candidates reported significantly greater experience, knowledge, and efficacy than ECE’s, but no differences in advocacy and feelings of competence. Analyses of open-ended questions about successes and challenges yielded similar themes with elementary educators also concerned about differentiating curriculum. Implications for practice and for further research are discussed.

Authors

• Elaine Frankel, Ryerson University

• Nancy L. Hutchinson, Queen's University

• Patricia Minnes, Queen's University