초록

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Abstract ▼ AI-Helper

The study investigated collaborative practices for providing early childhood inclusive education among early childhood teachers and early childhood special education teachers. The investigator individually interviewed 5 EC teachers and 5 ECSE teachers and collected documents related to inclusive edu...

The study investigated collaborative practices for providing early childhood inclusive education among early childhood teachers and early childhood special education teachers. The investigator individually interviewed 5 EC teachers and 5 ECSE teachers and collected documents related to inclusive education. The results of this study were summarized as follows: First, directors of kindergartens and early childhood special education (ECSE) teachers decided whether to place children with disabilities within an inclusive classroom. The activities to include children with disabilities were decided by the ECSE or ECE teachers making a request and receiving consent, rather than through mutual discussion. Second, themes or contents of conversation or exchange of information between the two teachers were mostlyevents which simply happened in the inclusive classroom or behavioral characteristics of the child with the disability. The procedures for the conversation or information exchange were informal and personal. Third, conflicts and disagreements between the two teachers occurred in the decision making process for activities to include children, the roles and responsibilities taken by each teacher in the inclusive classrooms, and the two teachers"different instruction procedures for children with disabilities. The teachers did not actively try to resolve the conflicts, and tended to give up solving the conflicts. Fourth, ECS teachers perceived themselves as the owners of the inclusive classes whereas ECSE teachers regarded themselves as helpers, and assistant teachers to ECE teachers in the inclusive classrooms.

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