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Early Education and Development Volume 31, 2020 - Issue 1
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Original Articles

Ready to Teach All Children? Unpacking Early Childhood Educators’ Feelings of Preparedness for Working with Children with Disabilities

Mindy R. ChadwellMunroe-Meyer Institute for Genetics and Rehabilitation, University of Nebraska Medical CenterCorrespondence[email protected]
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,
Amy M. RobertsButler Institute for Families, University of DenverView further author information
&
Alexandra M. DaroBuffett Early Childhood Institute, University of Nebraska OmahaView further author information
Pages 100-112 | Published online: 04 Jun 2019

Citations (12)

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Read on this site (3)

Sarah A. Nagro, Anna Macedonia, Alexandra Raines, Jamie Day, Audra Parker, Seth Parsons, Christian Coogle & Kristien Zenkov. (2023) A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities. The New Educator 19:2, pages 77-102.
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Ann M Mickelson, Vicki D Stayton & Vivian I Correa. (2023) The evolving identity of blended early childhood preparation: a retrospective history. Journal of Early Childhood Teacher Education 44:2, pages 234-259.
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Sophia R. D’Agostino & Sarah N. Douglas. (2022) Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis. Journal of Early Childhood Teacher Education 43:2, pages 307-326.
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Articles from other publishers (9)

Pille Nelis, Margus Pedaste & Carolina Šuman. (2023) Applicability of the model of inclusive education in early childhood education: a case study. Frontiers in Psychology 14.
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Derek T. M. Daskalakes & Maria Cahill. (2023) “We’re All Pretty Welcoming”: Inclusion of Children With Disabilities in Library Storytime Programs. Journal of Early Intervention, pages 105381512311761.
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Anabel Corral-Granados, Ana María Martínez-Martínez, Carlos Sánchez-Muñoz & Noelia Navarro-Gómez. (2023) Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis. Education Sciences 13:5, pages 515.
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Jessica Amsbary, Hsiu-Wen Yang, Ann Sam, Chih-Ing Lim & Megan Vinh. (2023) Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood. Early Childhood Education Journal.
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Endang Pudjiastuti Sartinah, Sri Joeda Andajani, Pamuji Pamuji & Ach. Sudrajad Nurismawan. (2022) Model Hybrid Learning Indoor And Outdoor Untuk Meningkatkan Layanan Interaksi Sosial Penyandang Disabilitas Usia Dini. Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri 9:2, pages 203-212.
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Kate Attfield. (2021) The young child’s journey of ‘the will’: A synthesis of child-centered and inclusive principles in international Waldorf early childhood education. Journal of Early Childhood Research 20:2, pages 159-171.
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Linda Petersson-Bloom & Sven Bölte. (2022) “Now We All Share the Same Knowledge Base”-Evaluating Professional Development Targeting Preschool Staff’s Understanding of Autism and Inclusion Skills. Frontiers in Education 7.
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Heather F. Taylor, Laura S. McCorkle, Amanda R. Vestal & Charles L. Wood. (2021) “I Need You to Show Me:” Coaching Early Childhood Professionals. Early Childhood Education Journal 50:3, pages 503-513.
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Liza Lee & Ying-Sing Liu. (2021) Training Effects and Intelligent Evaluated Pattern of the Holistic Music Educational Approach for Children with Developmental Delay. International Journal of Environmental Research and Public Health 18:19, pages 10064.
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