Date of Award
Fall 12-2011
Degree Type
Honors College Thesis
Department
Child and Family Studies
First Advisor
Julie C. Parker
Advisor Department
Child and Family Studies
Abstract
The purpose of the study was to determine why early care and education facilities are not identified as inclusive. This study compared the differences in attitude toward inclusive programming among directors, preschool teachers, and infant/toddler teachers in early care and education facilities. This study addressed two questions in regard to the attitudes and perceptions of early childhood professionals. First, what are the attitudes of early childhood professionals toward advantages and disadvantages of inclusive classrooms and how their attitudes may differ depending on staff position? Second, what are the major obstacles identified by early childhood professionals to inclusive programming and how they correlate with the child’s degree of disability? It was predicted that infant and toddler teachers would demonstrate more positive attitudes toward the advantages of inclusive classrooms than directors or preschool teachers. It was also predicted that the major obstacles to inclusive programming identified by early childhood professionals would correlate with the child’s degree of disability. The limitations foreseen were that the study collected data only during a specified time from a sample group in a specific geographical area that was selected for convenience.
Copyright
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Recommended Citation
Parker, Catherine, "Attitudes and Perceptions of Early Childcare Professionals in Community-Based Programs in Regard to Inclusion of Children with Disabilities" (2011). Honors Theses. 6.
https://aquila.usm.edu/honors_theses/6
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