Early Childhood Preservice Teachers’ Attitude Development Toward the Inclusion of Children with Disabilities
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s10643-020-01017-9.pdf
Reference38 articles.
1. Barton, E., & Smith, B. (2015). Advancing high-quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education,35, 69–78.
2. Baum, A., & McMurray-Schwarz, P. (2003). Improving early childhood teacher education: Preservice teachers’ beliefs about inclusion. Journal of Early Childhood Teacher Education,24, 147–155.
3. Beacham, N., & Rouse, M. (2012). Student teachers’ attitudes and beliefs about inclusion and inclusive practice. Journal of Research in Special Education Needs,12(1), 3–11.
4. Bialka, C. S. (2017). Understanding the factors that shape dispositions toward students with disabilities: A case study of three general education pre-service teachers. International Journal of Inclusive Education,21, 616–636.
5. Bowman, B. T. (1989). Self-reflection as an element of professionalism. Teachers College Record,90, 444–451.
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