Steed Elizabeth A, Strain Phil S, Rausch Alissa, Hodges Abby, Bold Ellie
University of Colorado Denver, 1380 Lawrence Street Center, Denver, CO 80217 USA.
University of Denver, Denver, USA.
Early Child Educ J. 2023 Feb 17:1-10. doi: 10.1007/s10643-023-01448-0.
This qualitative phenomenological study utilized structured interviews with 23 preschool administrators to explore their beliefs about preschool inclusion and needed resources for providing high-quality preschool inclusion. Themes emerged regarding administrators' beliefs about inclusion, including divergent understandings of inclusion as something that is either for all or for some children. Administrators placed a high value on families' preferences regarding preschool inclusion and at times focused their descriptions of inclusion on logistical aspects of placements and funding. Administrators said they needed additional money and personnel resources to provide high-quality preschool inclusion. Study findings are discussed in the context of the paucity of research on administrator perspectives regarding inclusion and implications for supporting administrators who play a key role in implementing preschool inclusion.
The online version contains supplementary material available at 10.1007/s10643-023-01448-0.
这项定性现象学研究对23名学前教育管理人员进行了结构化访谈，以探讨他们对学前融合教育的看法以及提供高质量学前融合教育所需的资源。出现了有关管理人员对融合教育看法的主题，包括对融合教育存在不同理解，即认为融合教育是面向所有儿童还是部分儿童。管理人员高度重视家庭对学前融合教育的偏好，有时他们对融合教育的描述侧重于安置和资金的后勤方面。管理人员表示，他们需要额外的资金和人力资源来提供高质量的学前融合教育。在关于管理人员对融合教育观点的研究匮乏以及对支持在实施学前融合教育中起关键作用的管理人员的影响的背景下，对研究结果进行了讨论。
在线版本包含可在10.1007/s10643-023-01448-0获取的补充材料。
