{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120419"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120419","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teachers' perceptions and experiences around creating a sense of belonging in head start classrooms","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","abstract_has_math":false,"creators":["Hayslip, Loretta Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene","Santos, Rosa Milagros","Burke, Meghan","Quesenberry,, Amanda"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Membership","Belonging","Children With Disabilities","Head Start","Inclusion"],"languages":["en","eng"],"rights":["Copyright 2023 Loretta Hayslip"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120419","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene","Santos, Rosa Milagros","Burke, Meghan","Quesenberry,, Amanda"]},{"key":"dc:creator","label":"Author","values":["Hayslip, Loretta Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-25"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Membership","Belonging","Children With Disabilities","Head Start","Inclusion"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Loretta Hayslip"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120419"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","The student, Loretta Hayslip, accepted the attached license on 2023-04-25 at 11:32.","The student, Loretta Hayslip, submitted this Dissertation for approval on 2023-04-25 at 12:32.","This Dissertation was approved for publication on 2023-04-25 at 16:56.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19167 on 2023-09-01 at 17:14:55","The need for membership in early childhood settings is supported by a joint position statement on inclusion developed by the National Association for the Education of Young Children (NAEYC) and the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC). This position statement defines high-quality inclusion as fostering “a sense of belonging and membership, positive social relationships and friendships, and development and learning” (DEC/NAEYC, 2009, p. 2). When working with young children in inclusive settings, practitioners need to recognize that (a) children with disabilities who feel a sense of belonging will realize enhanced engagement and outcomes, (b) there is a need for positive relationships between children with disabilities and early childhood professionals, and (c) there is a need to identify appropriate, relevant, and meaningful strategies that support membership and positive relationships between children with disabilities and early childhood professionals. The purpose of this interview study with nine Head Start teachers was to learn about the practices and experiences they reported using to build membership in their inclusive preschool classrooms. Findings indicate a need for a holistic approach to fostering membership in the classroom, as well as a need to for policies and professional development that focus not only on inclusion but also on supporting children with disabilities, so they become full members of their classrooms and perceive they “fit in” with their peers."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teachers' perceptions and experiences around creating a sense of belonging in head start classrooms"]}]}],"canonical_facts":{"dc:contributor":["Ostrosky, Michaelene","Santos, Rosa Milagros","Burke, Meghan","Quesenberry,, Amanda"],"dc:creator":["Hayslip, Loretta Ann"],"dc:date":["2023-05","2023-04-25"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","The student, Loretta Hayslip, accepted the attached license on 2023-04-25 at 11:32.","The student, Loretta Hayslip, submitted this Dissertation for approval on 2023-04-25 at 12:32.","This Dissertation was approved for publication on 2023-04-25 at 16:56.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19167 on 2023-09-01 at 17:14:55","The need for membership in early childhood settings is supported by a joint position statement on inclusion developed by the National Association for the Education of Young Children (NAEYC) and the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC). This position statement defines high-quality inclusion as fostering “a sense of belonging and membership, positive social relationships and friendships, and development and learning” (DEC/NAEYC, 2009, p. 2). When working with young children in inclusive settings, practitioners need to recognize that (a) children with disabilities who feel a sense of belonging will realize enhanced engagement and outcomes, (b) there is a need for positive relationships between children with disabilities and early childhood professionals, and (c) there is a need to identify appropriate, relevant, and meaningful strategies that support membership and positive relationships between children with disabilities and early childhood professionals. The purpose of this interview study with nine Head Start teachers was to learn about the practices and experiences they reported using to build membership in their inclusive preschool classrooms. Findings indicate a need for a holistic approach to fostering membership in the classroom, as well as a need to for policies and professional development that focus not only on inclusion but also on supporting children with disabilities, so they become full members of their classrooms and perceive they “fit in” with their peers."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120419"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Loretta Hayslip"],"dc:subject":["Membership","Belonging","Children With Disabilities","Head Start","Inclusion"],"dc:title":["Teachers' perceptions and experiences around creating a sense of belonging in head start classrooms"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}