Search results for: Douglas Sarah N.
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The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.
Updated: Jul. 25, 2022
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017