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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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Recognition and Collaboration between Early Childhood and Early Childhood Special Educator for the Inclusion of Young Children with Disabilities.
Teacher recognition and collaboration is the most important factor for successful educational integration of young children with disabilities. In the recent years, early childhood educator early childhood special educator recognition and collaboration to promote the inclusion of young children with disabilities is highly valued. The purpose of this study was to investigate some of the key issues involved in early childhood educator"s recognition about disabilities, attitude about including classroom management and collaboration between early childhood special educator for the inclusion of young children with disabilities.
First, recognition about disabilities resulted that early childhood special educator than early childhood educator appeared positive reflection.
Second, attitude about including classroom management resulted that early childhood educator appeared hopeful and positive views.
Third, prerequisite for inclusion presented that early childhood special educator required acutely.
Accordingly, we suggested that teacher recognition and attitude is the most important prerequisite for collaboration of early childhood and early childhood special educator.
Therefore various collaborative contents were suggested to facilitate the merger between general and special education that was the core component of inclusion.
Teacher recognition and collaboration is the most important factor for successful educational integration of young children with disabilities. In the recent years, early childhood educator early childhood special educator recognition and collaboration to promote the inclusion of young children with disabilities is highly valued. The purpose of this study was to investigate some of the key issues involved in early childhood educator"s recognition about disabilities, attitude about including classroom management and collaboration between early childhood special educator for the inclusion of young children with disabilities.
First, recognition about disabilities resulted that early childhood special educator than early childhood educator appeared positive reflection.
Second, attitude about including classroom management resulted that early childhood educator appeared hopeful and positive views.
Third, prerequisite for inclusion presented that early childhood special educator required acutely.
Accordingly, we suggested that teacher recognition and attitude is the most important prerequisite for collaboration of early childhood and early childhood special educator.
Therefore various collaborative contents were suggested to facilitate the merger between general and special education that was the core component of inclusion.
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UCI(KEPA) : I410-ECN-0101-2018-338-003044477