Inclusion in Context: Teachers Perspectives in Head Start Program

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Kadota, Riyo

Contributors dc:contributor

• Spodek, Bernard

• Education, Curriculum and Instruction

Language dc:language

eng

Identifier

(MiAaPQ)AAI3044131

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79666