Preparing Teachers for Inclusion: Jordanian Preservice Early Childhood Teachers' Perspectives
Source: Journal of Early Childhood Teacher Education, Volume 32, Issue 4, 2011, p. 322-337
The purpose of this study was to examine Jordanian preservice early childhood teachers' attitudes toward inclusion and the adequacy of their current preparation for implementing inclusion.
The study also sought to identify the perceived concerns of preservice early childhood teachers about inclusion in early childhood settings in Jordan.
The participants were 20 undergraduate seniors in general early childhood education recruited from two large universities in Jordan: the University of Jordan, and the Hashemite University.
Three major themes emerged through data analysis: attitudes toward inclusion, preparation to implement inclusion, and concerns about inclusion.