Relevant bibliographies by topics / Inclusive kindergarten

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive kindergarten'

Author: Grafiati
Published: 28 May 2022

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Journal articles on the topic "Inclusive kindergarten"

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Nesyna, Svetlana, and Nataliya Starovoit. "Readiness of Kindergarten Teachers for Inclusive Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 86. http://dx.doi.org/10.17770/sie2014vol3.710.

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The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, children interaction, necessity of special conditions for successful inclusion. Most kindergarten teachers don’t have professional and educational experience for interaction with children who have special needs. Moreover it has been revealed deficiency of psychological and professional readiness for inclusive education in the groups of kindergarten teachers. Successful realization of inclusion requires additional professional training and development of system of pedagogical and psychological support for kindergarten teachers.
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Mumpuniarti, Mumpuniarti, and Prima Harsi Kantun Lestari. "Kesiapan guru sekolah reguler untuk implentasi pendidikan inklusif." JPK (Jurnal Pendidikan Khusus) 14, no. 2 (May 27, 2019): 57–61. http://dx.doi.org/10.21831/jpk.v14i2.25167.

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Abstrak: Penelitian ini bertujuan memotret kesiapan guru sekolah regular melaksanakan pendidikan inklusi. Metode penelitian dengan menggunakan daftar pertanyaan kepada responden guru setelah mengikuti pelatihan tentang implementasi inklusi. Responden guru terdiri dari guru tingkatan satuan taman kanak-kanak/TK; satuan Sekolah Dasar/SD; dan satuan Sekolah Menengah Pertama/SMP. Analisis data menggunakan kategorial jawaban dari responden. Hasil penelitian menunjukkan bahwa pendidikan inklusi ternyata di satuan sekolah taman kanak-kanak/TK lebih siap, karena terdukung kompetensi pedagogi. Bagi guru sekolah regular yang belum siap untuk implementasi pendidikan inklusi berharap adanya guru pendidikan khusus dan sarana akomodasi yang lengkap untuk implementasi pendidikan inklusi.Kata kunci: kesiapan guru regular, pendidikan inklusiAbstract: This study aims to portrait the readiness of regular school teachers to carry out inclusive education. Research method by using questionnaires to teacher respondents after participating in training on implementation of inclusion. Teacher respondents consist of teachers in kindergarten/kindergarten level; elementary school / elementary school unit; and junior high school /junior high school units. Data analysis uses categorical answers from respondents. The results showed that inclusive education turned out to be better prepared in kindergartens/kindergarten schools, because pedagogy’s competence was supported. For regular school teachers who are not ready to implement inclusive education expect special education teachers and complete accommodation facilities for the implementation of inclusive education.Keywords: regular teacher readiness, inclusive education
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Ragnarsdóttir, Hanna. "Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland." AILA Review 32 (December 31, 2019): 138–59. http://dx.doi.org/10.1075/aila.00024.rag.

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Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
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Anisah, Nur, Budi Purwoko, and Najlatun Naqiyah. "Influence of Visual Support Media in Developing Expressive Language and Logical Thinking of Children Aged 4-5 Years in Inclusion Kindergarten Sidoarjo District." Volume 5 - 2020, Issue 9 - September 5, no. 9 (September 30, 2020): 737–46. http://dx.doi.org/10.38124/ijisrt20sep343.

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The research objectives were to (1) examine the effect of visual support media on the development of expressive language and logical thinking of children aged 4-5 years in inclusion kindergarten; (2) examining the effect of visual support media on the development of language expression and logical thinking in children aged 4-5 years in inclusive kindergartens; Type and quantitative research design with a quasi-experimental design type of non-equivalent control group. The sample used in the study was Kindergarden Diti School class A1 with 15 students and class A2 with 10 students as the experimental class; and TK Batik class A1 15 students and class A2 10 students as the control class. Data collection techniques using tests and observations. Data analysis techniques used analysis of variance (ANOVA) and MANOVA. The results showed that the SPSS output obtained a significance probability value <0.05, so it could be concluded that Ho was rejected and H1 was accepted, meaning (1) there was a significant influence between visual support media on expressive language development and logical thinking in children aged 4-5 years in Inclusion Kindergarten. Future research is expected to test media and educational aids that can develop expressive language and logical thinking.
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Liu, Xiaojing, and Yulong Li. "A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 540–54. http://dx.doi.org/10.15503/jecs2021.1.540.554.

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Aim. The number of kindergartens is swelling in China, and that of private kindergartens in particular. The quality of teaching in the latter is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aims to explore the types and content of CPD activities for Chinese private kindergarten teachers. Methods. A qualitative approach was adopted in this research. 18 kindergarten teachers were selected as participants from three private kindergartens in Shenzhen. Data was collected by semi-structured interview from 18 teachers. Results and conclusion. The findings showed that the school-based CPD activities are valued by most private kindergarten teachers. Furthermore, this study found that CPD activities can help private kindergarten teachers to be more inclusive and positive in teaching. They enabled teachers to acquire knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. Practical application. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice that is relevant to private kindergarten teachers, principals and policy makers.
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Denisova, Olga, Olga Lekhanova, Valentina Ponikarova, and Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers." SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.

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Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of inclusive culture. In general, those teachers who have already had positive experience in social or educational inclusion are most interested in developing their competencies. The most active and highly motivated turned out to be those teachers who, in their personal experience, have had the opportunity to interact with the disabled and help people with disabilities to be included in society, education and life. Teachers with a developed inclusive culture, comprising 1/23 of the 1,100 respondents surveyed, are characterized by the values and norms of inclusion, willingness to interact with the disabled, awareness of the necessity to acquire new knowledge and skills, social responsibility for the results of inclusion.
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Tomić, Anamaria, Jasmina Ivšac Pavliša, and Sanja Šimleša. "Uključivanje djece s teškoćama u razvoju u ustanove ranog i predškolskog odgoja i obrazovanja iz perspektive odgojitelja." Hrvatska revija za rehabilitacijska istraživanja 55, no. 2 (January 28, 2020): 40–52. http://dx.doi.org/10.31299/hrri.55.2.4.

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For children with developmental disabilities, inclusion in mainstream kindergartens is considered the most appropriate type of education. To achieve this goal, certain preconditions of education quality must be fulfilled, such as process and structural aspects of early education quality. Staff attitudes on inclusion of children with disabilities, and inclusion in general, are one of the process preconditions. Knowing the main sources of negative attitudes towards children with disabilities, which are one of the biggest challenges in the inclusion process, enables understanding of the nature of attitudes, provides guidance for measuring those attitudes more accurately and improves the inclusion process. The aim of this research was to examine the attitudes of kindergarten teachers on the inclusion process in mainstream kindergartens in the Republic of Croatia, and to analyse how those attitudes depended on teacher age, education level, work experience (and years of work in the profession), size of the place of employment, and experience working with children with developmental disabilities. The research participants were kindergarten teachers (N=333) in 14 kindergartens offering a full-time programme in the Republic of Croatia. Data were collected with the Opinions Relative to Integration of Students with Disabilities (ORI) questionnaire, which had been translated to Croatian and adapted for this population. Most participants had neutral or mildly negative attitudes toward inclusion. More positive attitudes toward inclusion were associated with older age, lower education level, and smaller work environment. These results can be a starting point for further analysis of inclusive issues and the development of lifelong learning programmes for kindergarten teachers in preschool settings.
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Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey, and Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong." Australasian Journal of Special Education 39, no. 2 (March 25, 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.

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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.
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Nguyen Minh, Phuong, and Cuong Nguyen Duy. "Current situation of listening and speaking skills of children with hearing impairment aged 3 - 6 years in inclusive kindergarten classes." Journal of Science Educational Science 66, no. 4AB (October 2021): 323–32. http://dx.doi.org/10.18173/2354-1075.2021-0086.

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This article analyzes the current situation of listening and speaking skills of children with hearing impairment aged 3-6 years in inclusive kindergarten classes. The survey was conducted on 36 children with hearing impairment who are aged 3 - 6 years, learning in inclusive kindergarten classes, wearing a sensory device, having the listening thresthold of under 50dB when wearing the devide in 15 inclusive kindergartens in 05 provines including Hanoi, Ninh Binh, Thai Nguyen, Yen Bai, and Quang Ngai. The survey results show that: The listening and speaking skills of children with hearing impairment aged 3-6 years are still limited, reaching the average level with an average score in the listening and speaking skills of 2.34 point. In the two groups of skills, the hearing skill tends to be slightly better than the speaking skill, the listening skills have a good score of 2.59 point, and the speaking skills have a medium score of 2.13 point. The two groups of listening and speaking skills have a very close correlation with each other and are strongly correlated with the factors of sensory devices, time wearing sensory devices, and early intervention. Therefore, developing listening and speaking skills for children with hearing impairment aged 3-6 years in inclusive kindergarten classes is very essential to prepare them for grade 1.
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Hidayatulloh, M. Agung. "Inclusive education in Islamic kindergarten, why not?" MUDARRISA: Journal of Islamic Education 9, no. 2 (January 22, 2018): 145. http://dx.doi.org/10.18326/mdr.v9i2.145-162.

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This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ), the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1) the communication between teachers and ABK guides, (2) a good relationship through weekly meeting for all teachers, and (3) the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.
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Dissertations / Theses on the topic "Inclusive kindergarten"

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Poon, Tsz-ying, and 潘芷盈. "Hong Kong kindergarten teachers' beliefs and practices regarding earlychildhood inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B5055900X.

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Early childhood inclusive education (ECIE) has been advocated in Hong Kong and other societies for decades. Anecdotal evidence, however, suggests that there might be some gaps between teachers’ beliefs and their practices regarding ECIE in Hong Kong. Although a large number of studies on the implementation of ECIE have been conducted in western countries, there are very few in a Hong Kong context. Therefore, this thesis is dedicated to the investigation of Hong Kong kindergarten teachers’ beliefs and practices regarding ECIE with two studies. Study One was designed to be quantitative in nature, examining Hong Kong kindergarten teachers’ beliefs and practices of ECIE by surveying 184 practitioners. Responses revealed that Hong Kong teachers: (1) shared mixed beliefs in both inclusive education and special education; (2) had positive attitudes toward children with special education needs; and also (3) had positive attitudes toward inclusive practices. However, most of them reported that they had failed to put ECIE into practice. Further analyses found a significant school type effect: the teachers in special child care centers (SCCC) and kindergartens with integrated programs (IP) had more positive attitudes toward ECIE and tended to use more individualized practices than those working in kindergartens without IP. In addition, the special education teachers were found to hold the most coherent beliefs and practices of ECIE among all the samples. Study Two was a multiple case study of five early childhood settings, with a focus on the gaps between teachers’ beliefs and practices of ECIE. The validity was established by triangulating the data sources (principal, general teachers, and IP teachers) and methods (classroom observation, interviews, and document analysis). The results indicated that: (1) there was no consistent pattern in teaching schedules, settings, curricula in the five cases; (2) the principals and teachers had mixed beliefs in ECIE and special education; (3) there was a remarkable belief-practice gap in ECIE; and (4) and the teachers from SCCC, kindergartens with IP, and those without IP had different attitudes about communication with parents, perceived behavioral control and intention, and the practical difficulties in ECIE implementation. These qualitative findings were consistent with those found in Study One. The thesis is believed to offer a contribution to the theoretical and practical development of ECIE. This study provides empirical evidence to the early childhood policymaking. The findings imply that the educational authorities need to provide more resources, teacher training, and support to facilitate the implementation of ECIE in Hong Kong. The limitations of this research and future directions are discussed, and some suggestions about how to bridge teachers’ beliefs and practice gaps are also made.
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Chan, Suk-yu Viola. "Teacher leadership a case study of leading an inclusive early childhood class /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37516358.

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Chan, Suk-yu Viola, and 陳淑愉. "Teacher leadership: a case study of leading an inclusive early childhood class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37516358.

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Kanagawa, Linda Ortmeyer. "A case study examining ecological factors that influence the engagement of young children in an inclusive kindergarten setting /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953869.

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Slider, Brandi. "The effect of an applied behavior analysis based treatment on the participation of a kindergarten student with autism spectrum disorder in a general education classroom." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10301.

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Thesis (M.A.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.
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Reis, Elizabeth A. "THE EFFECTS OF PICTURE ACTIVITY SCHEDULES ON TRANSITION TIMES IN AN INCLUSIVE PRESCHOOL CLASSROOM." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/65.

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This study determined the effectiveness of using picture activity schedules with preschoolers who exhibited disruptive behaviors in an inclusive setting during transition times in a public preschool. The participants in this study were three male and one female student, ages 3 years to 5 years, who were enrolled in an inclusive public preschool. All children are Caucasian. Three of the children had an individualized education plan including goals for speech and social-emotional concerns. One child was typically developing and did not have an individualized education plan. The study method used a single-subject withdrawal design (ABAB). The results confirmed that the use of picture activity schedules decreased the mean duration of transitions and the duration returned to pre-intervention levels when picture activity schedules were removed for two of the four children.
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Shepley, Collin Niles. "Training Teachers in Inclusive Preschool Classrooms to Monitor Child Progress and Make Data-based Decisions through Direct Behavioral Observation." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/71.

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Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction. The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.
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Riddle-O'Connor, Kerry. "Inclusion kindergarten: A pilot program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/749.

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Грабовенко, Софія Юріївна. "Дизайн-проєкт інтер’єру інклюзивного закладу дошкільної освіти." Магістерська робота, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/17880.

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У дипломній роботі надані результати дослідження поняття інклюзивного закладу дошкільної освіти. Проаналізовано досвід створення освітнього середовища існуючих закладів такого типу за кордоном, рекомендації щодо створення концепції дизайну для дітей з особливими освітніми потребами та без них, норми України, які стосуються інклюзивних навчальних закладів. Отримані результати дослідження дозволили розробити концепцію дизайну, який забезпечує потреби всіх дітей. Виявлено, що основні ергономічні показники, які стосуються меблів та обладнання, не відрізняються для дітей з особливими освітніми потребами та без них. Запропонована кольорова гама та предметне наповнення простору, що забезпечують комфортне перебування у закладі всіх дітей, у відповідності до їх потреб.
В дипломной работе представлены результаты исследования понятия инклюзивного заведения дошкольного образования. Проанализирован опыт создания образовательной среды существующих заведений такого типа за рубежом, рекомендациии по созданию концепции дизайна для детей с особыми образовательными потребностями и без них, нормы Украины, касающиеся инклюзивных учебных заведений. Полученные результаты исследования позволили разработать концепцию дизайна, обеспечивающего потребности всех детей. Выявлено, что основные эргономические показатели, касающихся мебели, не отличаются для детей с особыми образовательными потребностями и без них. Созданная цветовая гамма и предметное наполнение пространства является комфортным для всех детей и отвечает их потребностям.
The thesis presents the results of research on the concept of inclusive preschool education. The experience of creating an educational environment of existing institutions of this type abroad, recommendations for creating a design concept for children with special educational needs, and without them, the norms of Ukraine relating to inclusive schools are analyzed. The results of the study allowed to develop a design concept that meets the needs of all children. It was found that the main ergonomic indicators related to furniture do not differ for children with special educational needs and without them. The created color scheme and subject filling of space is comfortable for all children, and meets their needs.
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Walker, Kimberly M. "Delphi Study of Ecosystem Characteristics and Inclusion of Elementary Children With Autism Spectrum Disorders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/608.

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Recognizing characteristics that improve inclusion in general education classrooms allows educators and parents to make conscious decisions regarding how students with Autism Spectrum Disorder (ASD) can be included most appropriately. The purpose of this qualitative Delphi study was to understand the opinions of individuals with expertise in the fields of autism and inclusion as to the characteristics and behaviors within the environmental constellation that support or inhibit inclusion of elementary students with ASD. The conceptual framework was based on tenets of applied behavior analysis, multiple intelligences, and ecosystem characteristics. Research questions addressed characteristics and behaviors of general and special education teachers, other school personnel, students, and their families. Sixteen international experts responded to semistructured interviews and follow-up questions. Data were coded and distilled across three rounds. Knowledge of disabilities and effective behavior management were agreed to be important for all adults, and a sense of humor and willingness to collaborate were agreed to be important for students and adults. Participants agreed that cognitive abilities were important for students. There was no consensus on the unconditional inclusion of all students. Specific types of support and training for adults and more research by educators, parents, and professionals who work with students with ASD were recommended. Specific characteristics and behaviors of all involved are important in the development of the child. A suggested resource was created as part of this study. Being knowledgeable of how to work together support children in the general education classroom is a start for those students to become more included in the larger world.
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Books on the topic "Inclusive kindergarten"

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Alemán, Martha Patricia Mireles. Una propuesta a favor de la inclusión educativa: Adecuaciones curriculares en la educación preescolar para alumnos que presentan barreras en el aprendizaje y la participación. San Luis Potosí, S.L.P., México: Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí, 2014.

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1952-, Sullivan Joyce, ed. The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Upper Saddle River, NJ: Pearson Education, 2005.

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Six steps to inclusive preschool curriculum: A UDL-based framework for children's school success. Baltimore, Maryland: Brookes Publishing, 2016.

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1944-, Haney C. Michele, ed. Preschool inclusion. Baltimore, Md: P.H. Brookes Pub., 1999.

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S, Schwartz Ilene, ed. The exceptional child: Inclusion in early childhood education. 4th ed. Albany, NY: Delmar/Thomson Learning, 2001.

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Allen, K. Eileen. The exceptional child: Inclusion in early childhood education. 6th ed. Clifton Park, NY: Thomson Delmar Learning, 2009.

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Allen, K. Eileen. The exceptional child: Inclusion in early childhood education. 3rd ed. Albany, N.Y: Delmar Publishers, 1996.

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Edwards, Cowdery Glynnis, ed. The exceptional child: Inclusion in early childhood education. 5th ed. Clifton Park, NY: Thomson Delmar Learning, 2004.

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Allen, K. Eileen. The exceptional child: Mainstreaming in early childhood education : instructor's guide. 2nd ed. Albany, N.Y: Delmar Publishers, 1992.

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1918-, Allen K. Eileen, ed. The exceptional child: Mainstreaming in early childhood education. 2nd ed. Albany, N.Y: Delmar Publishers, 1992.

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Book chapters on the topic "Inclusive kindergarten"

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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Skoglund, Ruth Ingrid. "Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten." In International Perspectives on Early Childhood Education and Development, 29–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36271-3_3.

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Purwanti, S., and A. Komariah. "Inclusive kindergarten leadership in a rural setting." In Educational Administration Innovation for Sustainable Development, 237–40. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-33.

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Santilli, Sara, Maria Cristina Ginevra, Ilaria Di Maggio, and Laura Nota. "Developing and Promoting Inclusion from Kindergarten to University." In International Perspectives on Inclusive Education, 55–69. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/s1479-363620190000013005.

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Prytuluk, Natalie Anne. "Creating a Culture of Inclusion in Pre-Kindergarten." In Integral Theory and Transdisciplinary Action Research in Education, 238–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5873-6.ch011.

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The purpose of this study was to understand how beliefs, understandings, and pedagogical practices of early childhood educators affect, and are affected by, their relationships with children, classroom team members, parents, and colleagues, as they create an inclusive culture in a pre-kindergarten classroom. To explore this research problem from multiple perspectives, integral theory was selected as the conceptual framework, and a multi-methods exploratory sequential design was employed using integral methodological pluralism. Data about educational experiences, culture, behaviors, and systems, were collected from five early childhood educators in pre-kindergarten classrooms in four urban schools, followed by a questionnaire of classroom practices, document analysis, and a focus group. Findings revealed that important factors for creating an inclusive classroom culture included: early childhood educators' positive beliefs toward inclusion; a social constructivist theoretical perspective; and the ability to build strong relationships with children, parents, and colleagues.
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Heydon, Rachel, Zheng Zhang, and Beatrix Bocazar. "Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum." In Ethics, Equity, and Inclusive Education, 189–213. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s1479-363620170000009008.

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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In International Perspectives on Modern Developments in Early Childhood Education, 154–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
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Roseberry-McKibbin, Celeste. "The Preassessment Process for English Learners With Potential Language Impairment." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 321–38. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch019.

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This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.
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Wright, Gretta. "Drawing in Kindergarten." In Advances in Media, Entertainment, and the Arts, 21–35. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1727-6.ch002.

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Teachers today are faced with the ever-growing challenge of meeting the needs of students in diverse school environments. Students continually come to school lacking the academic skills necessary for school success. As a result, many of these students become disengaged in learning at an early age and are targeted as potential drop-outs before they reach middle school. Through the discussion provided in this chapter, the researcher intends to create a connection between the inclusion of drawing in the kindergarten classroom and success in the development of early reading skills, capitalizing on the idea that through the engagement students experience when drawing, they are becoming active participants in the learning process and are more likely to experience school success in later years.
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Egerau, Anca, Ramona Lile, Alina Roman, Gabriela Kelemen, Dana Rad, Tiberiu Dughi, and Evelina Balas. "Perspectives on Early Childhood Education in Romania: a Qualitative Research." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 329–48. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch020.

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Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access to ECEC under the ESL Strategy aims to implement the following key measures: (i) a coherent framework for ECEC; (ii) involvement of the family (with children 0-3 years) in parental education programs and by providing financial incentives; (iii) qualification, training and retention of early education and care staff. The non-competitive Early Inclusive and Quality Education project, implemented by the Ministry of National Education in partnership with the University of Piteşti, Aurel Vlaicu University of Arad and Ştefan cel Mare University of Suceava, between 2019 and 2021, aims to implement measures provided in the Representative Program no.1 of the early school leaving Strategy. In the first year of implementation, it is envisaged to develop a diagnostic framework document on the organization and operation of quality services in the field of early education in Romania and to support their implementation in the future. In this context, 8 focus groups are planned to take place in each development region, in order to outline a SWOT analysis of the educational, medical and social services provided in early education in Romania in the last 3 years. This report presents the findings from two focus groups that were organised in Arad and Bistrita by Aurel Vlaicu University of Arad.
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Conference papers on the topic "Inclusive kindergarten"

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Lisjak, Jerneja, and Milena Ivanuš Grmek. "Planning an Educational Process in Inclusive Kindergarten." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.15.

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Anggia, Dini, and Harun Harun. "Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.34.

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Jun, Guobin. "Policy Analysis of Inclusive Private Kindergarten in Western China." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.005.

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Spiridonova, Natalia V., Olga S. Yakimovich, and Anna M. Mikhailova. "Modern models of the organization of inclusive education in kindergarten." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-410-418.

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The article presents a model of the organization of inclusive education on the basis of preschool institutions. The inclusive practices practiced in the educational organization are characterized by mobility, allowing you to create an individual route of socialization for each "special" child, using the most appropriate integration options, relying on the resource base of the kindergarten and its social partners.
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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.
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Purnamasari, Debby Adelita Febrianti, and Puji Yanti Fauziah. "Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.54.

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Al Badawi, Siti Hitthotunnahdliyyah, and Suparno Suparno. "Social Interaction Skills of Children with Special Needs in Inclusive Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.63.

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W.W, Indriana, and Suparno Suparno. "Using Phonetic Methods for Children's Reading Ability Development in Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.47.

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Setianingsih, Hesti Putri, and Suparno Suparno. "Language Learning as Group interactions in dialogic book reading in kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.43.

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Wulandari, Istanti Tri, and Suparno Suparno. "Description of Early Literacy Skills in Children with Special Needs in Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.37.

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Reports on the topic "Inclusive kindergarten"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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