Investigating Teachers' Concerns Regarding Inclusive Practice in ECCE
A Qualitative Case Study
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The universal concept of total human development suggests that all children with special needs have a right to inclusion in mainstream ECCE education, with a continuum of services to sustain their growth and development. In developing countries like Trinidad and Tobago, however, Inclusion Education is still relatively new, and as a result, early childhood teachers in some government-assisted classrooms appear to be facing certain challenges and concerns. This phenomenon poses implications that a number of children have since left the ECCE classrooms, their needs under-served. Hence, this book,...
The universal concept of total human development suggests that all children with special needs have a right to inclusion in mainstream ECCE education, with a continuum of services to sustain their growth and development. In developing countries like Trinidad and Tobago, however, Inclusion Education is still relatively new, and as a result, early childhood teachers in some government-assisted classrooms appear to be facing certain challenges and concerns. This phenomenon poses implications that a number of children have since left the ECCE classrooms, their needs under-served. Hence, this book, a qualitative case study, serves to stimulate awareness of inclusion practices, by investigating three ECCE teachers' concerns regarding inclusive practices in their mainstream classrooms. This book should challenge ECCE teacher practitioners to strongly consider their roles as Curriculum developers, investigative and collaborative action researchers, professional partners and effective communicators for facilitating the special needs of children with disabilities under their care. This book may also be useful to Curriculum analysts or anyone else interested in Inclusion Education.
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