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Early childhood teachers' knowledge of teaching children with disabilities

Kilgallon, P., Maloney, C.,

Academic Literature

2003

The inclusion of students with disabilities into mainstream schools has risen in recent years. This article seeks to describe early childhood teachers' knowledge of children with disabilities, focusing on their sources of knowledge and

experiences in teaching children with disabilities in a mainstream setting. Utilising qualitative methodology the study disclosed common factors teachers considered crucial to effective inclusion, teachers' attitudes and expectations, types of support and changes in teaching practices. In addition, the process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge.

Publication information

Journal/Publication : Australian Journal of Early Childhood

Location : Australasia

Domain/s: Education

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