Implementing Inclusive Education in Early Childhood Settings: The Interplay and Impact of Exclusion, Teacher Qualities, and Professional Development in Ghana

Autor/inn/en	Ackah-Jnr, Francis R.; Udah, Hyacinth
Titel	Implementing Inclusive Education in Early Childhood Settings: The Interplay and Impact of Exclusion, Teacher Qualities, and Professional Development in Ghana
Quelle	In: Journal of Educational Research and Practice, 11 (2021) 1, S.112-125 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ackah-Jnr, Francis R.) ORCID (Udah, Hyacinth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Inclusion; Early Childhood Education; Early Childhood Teachers; Teacher Effectiveness; Teacher Characteristics; Young Children; Students with Disabilities; Professional Development; Foreign Countries; Teacher Student Relationship; Teacher Attitudes; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten
Abstract	Inclusive education (IE) in the early years enhances young children's learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, engagement, and social opportunities for children, especially those with disability. The findings also identify that effective teacher qualities and professional development enhance the provision of quality inclusive early childhood education. The study reinforces the need for improved support for teachers and to make sure that they are placed at the center of IE policy and practice. (As Provided).
Anmerkungen	Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01