{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79666"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79666","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Inclusion in Context: Teachers Perspectives in Head Start Program","abstract":"This study found that DSC's attitudes and beliefs impact on the ways in which teachers have inservice trainings, and how the programs' policy, legal enforcement, and societal demands influence each DSC's attitudes and beliefs about inclusion, construct their own strategies to cope with difficult inclusive situations, and identify their primary roles as a DSC. This study also suggests that communication skills and interaction patterns of both the DSC and Head Start teachers are keys to understanding inclusive practices.","abstract_html":"This study found that DSC's attitudes and beliefs impact on the ways in which teachers have inservice trainings, and how the programs' policy, legal enforcement, and societal demands influence each DSC's attitudes and beliefs about inclusion, construct their own strategies to cope with difficult inclusive situations, and identify their primary roles as a DSC. 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