Learning Outcomes
Many research studies have shown that there is a relationship between educators’ self-efficacy beliefs about their capacity to create inclusive classrooms, and whether they actually implement inclusive strategies in their classrooms (Jordan & Stanovich, 2004; Jordan, Glenn, & McGhie-Richmond, 2010). Registered Early childhood educators and Ontario Teachers are now all required to have some special education and or special needs training, and as part of their ethical and professional standards of practice to implement inclusive strategies. It is important that educators recognize that the skills that are needed to be inclusive, are the same skills that are needed to be effective educators (Thornton & Underwood, 2012; Siwik, 2013).
The aims of these activities are to:
References
Jordan, A. & Stanovich, P. (2003). Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices. Journal of Research in Special Educational Needs, 3(1).
Jordan, A. Glenn, C. & McGhie-Richmond, D. (2010). The supporting effective teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26, 259-266.
Thornton, C. & Underwood, K. (2012). Conceptualisations of disability and inclusion: Perspectives of educators of young children. Early Years, 1-15.
Siwik, E. (2013). Early Childhood Educators' Perception of Their Training and Support Needs for Inclusive Education. Unpublished Master’s Research Paper, Toronto Metropolitan University.