Research-to-Practice in Inclusive Early Childhood Education
Jones, Hazel A., Rapport, Mary Jane K., Teaching Exceptional Children
Early childhood education is changing. Inclusion is expanding the roles of both general and special educators in meeting the needs of all young children (Wolery et al., 1993).
Fortunately, over the past several years, researchers have provided helpful information for practitioners on including children with disabilities in inclusive early childhood programs. But are educators making use of this research? As Fullan & Stiegelbaur (1991) noted, translating research knowledge into classroom practice is rare in any area of education (Fullan, 1991).
This article provides links from research to practice in several key areas of inclusive early childhood education: teachers' …
The rest of this article is only available to active members of Questia
Sign up now for a free, 1-day trial and receive full access to:
- Questia's entire collection
- Automatic bibliography creation
- More helpful research tools like notes, citations, and highlights
- Ad-free environment
Already a member? Log in now.
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Article title: Research-to-Practice in Inclusive Early Childhood Education.
Contributors: Jones, Hazel A. - Author, Rapport, Mary Jane K. - Author.
Magazine title: Teaching Exceptional Children.
Volume: 30.
Issue: 2
Publication date: November/December 1997.
Page number: 57+.
© Council for Exceptional Children Jan/Feb 2009.
Provided by ProQuest LLC. All Rights Reserved.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
One moment ...
- Georgia
- Arial
- Times New Roman
- Verdana
- Courier/monospaced
Reset