Theory and practice of inclusive preschool education: current status and development trends

1370

Abstract

The article presents an analytical review of modern trends in the development of inclusive education in Europe, the United States and other countries. It discloses significant conditions for putting theoretical grounds of inclusion in practice in pre-school educational institutions. It explains the basic strategies that can improve the quality and efficiency of this process in pre-school education

General Information

Keywords: inclusion, inclusive preschool education; disabilities, special educational needs; professional collaboration; inclusive kindergarten

Journal rubric: Psychology of Special and Inclusive Education

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2018070106

For citation: Remezova L.A. Theory and practice of inclusive preschool education: current status and development trends [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 1, pp. 53–61. DOI: 10.17759/jmfp.2018070106. (In Russ., аbstr. in Engl.)

References

  1. Malofeev N.N. Sovmestnoe vospitanie i obuchenie – zakonomernyi etap razvitiya sistemy obrazovaniya [Elektronnyi resurs]. Upravlenie DOU, 2010, no. 6, pp. 8–23. Available at: http://childrens-needs.com/katalog/katalog/izuchenie-i-korrekcija-vyjavlennyh-narushenij/sovmestnoe-vospitanie-i-obuchenie-zakonomernyj (Accessed 18.02.2018). (In Russ.).
  2. A guide for ensuring inclusion and equity in education [Elektronnyi resurs] / UNESCO, 2017. 47 p. Available at: http://unesdoc.unesco.org/images/0024/002482/248254e.pdf (Accessed 18.02.2018).
  3. Artman-Meeker K.M., Hemmeter M.L. Effects of Training and Feedback on Teachers’ Use of Classroom Preventive Practices. Topics in Early Childhood Special Education, 2013, vol. 33, no. 2, pp. 112–123. Available at: doi:10.1177/0271121412447115.
  4. Bandura A. Self-eZcacy: toward a unifying theory of behavioral change. Psychological Review, 1977, vol. 84, no. 2, pp. 526–532. doi:10.1037/0033-295X.84.2.191
  5. Barton E.E., Smith B.J. Advancing High-Quality Preschool Inclusion: A Discussion and Recommendations for the Field. Topics in Early Childhood Special Education, 2015, vol. 35, no. 2, pp. 69–78. doi:10.1177/0271121415583048.
  6. Brel P. Structural Indicators on Early Childhood Education and Care in Europe – 2016. Education and Training, 2016. 28 p.
  7. Brown T.L., Gatmaitan M., Harjusola-Webb S.M. Using Performance Feedback to Support Paraprofessionals in Inclusive Preschool Classrooms [Elektronnyi resurs]. Young Exceptional Children, 2014, vol. 17, no. 2, pp. 21–31. doi:10.1177/1096250613493189
  8. Bruns D.A., Mogharreban C.C. The Gap Between Beliefs and Practices: Early Childhood Practitioners' Perceptions About Inclusion. Research in Childhood Education, 2007, vol. 21, no. 3, pp. 229–241. doi:10.1080/02568540709594591
  9. Changing Teaching Practices [Elektronnyi resurs]: Using curriculum differentiation to respond to students’ diversity. Paris: UNESCO, 2004. 113 p. Available at: http://unesdoc.unesco.org/images/0013/001365/136583e.pdf (Accessed 19.02.2018).
  10. Children with disability in inclusive early childhood education and care [Elektronnyi resurs]. Centre for Education Statistics and Evaluation. Sydney: Centre for Education Statistics and Evaluation, 2014. 11 p. Available at: https://www.cese.nsw.gov.au/images/stories/PDF/Literature_ReviewPDSP_FINAL.pdf (Accessed 19.02.2018).
  11. De Boer A., Minnaert A. Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 2011, vol. 15, no. 3, pp. 331–353. doi:10.1080/13603110903030089
  12. Fine M.J., Lee S.W. Handbook of Diversity in Parent Education: The Changing Faces of Parenting and Parent Education [Elektronnyi resurs]. Academic Press, 2000. 385 p. Available at: https://books.google.ru/books?id=MFg_iqOcU-UC&lpg=PP1&hl=ru&pg=PP1#v=onepage&q&f=false (Accessed 19.02.2018).
  13. Green K.B., Terry N.P., Gallagher P.A. Progress in Language and Literacy Skills Among Children With Disabilities in Inclusive Early Reading First Classrooms. Topics in Early Childhood Special Education, 2014, vol. 33, no. 4, pp. 249–259. doi:10.1177/0271121413477498
  14. Muccio L.S. et al. Head Start Instructional Professionals’ Inclusion Perceptions and Practices. Topics in Early Childhood Special Education, 2014, vol. 34, no. 1, pp. 40–48. doi:10.1177/0271121413502398.
  15. Inclusion International. Better Education for All: When We’re Included Too [Elektronnyi resurs]: A Global Report. London: University of East London, 2009. 174 p. Available at: http://ii.gmalik.com/pdfs/Better_Education_for_All_Global_Report_October_2009.pdf (Accessed 18.02.2018).
  16. Inclusive Early Childhood Education: An analysis of 32 European examples European [Elektronnyi resurs]. European Agency for Special Needs and Inclusive Education. Brussels: European Agency for Special Needs and Inclusive Education, 2016. 47 p. URL: http://www.diva-portal.org/smash/get/diva2:1173342/FULLTEXT01.pdf (Accessed 18.02.2018).
  17. Inclusive Pre-School Programmes [Elektronnyi resurs]. United Nations Children’s Fund (UNICEF). New York: UNICEF, 2014. 36 p. Available at: http://www.inclusive-education.org/sites/default/files/uploads/booklets/IE_Webinar_Booklet_9.pdf (Accessed 04.02.2018).
  18. Yoshikawa H. et al. Investing in Our Future: The Evidence Base on Preschool [Elektronnyi resurs]. Washington: Society for Research in Child Development, 2013. 4 p. Available at: https://www.srcd.org/sites/default/files/documents/washington/mb_2013_10_16_investing_in_children_summary.pdf (Accessed 18.02.2018).
  19. Kishida Y., Kemp C. The Engagement and Interaction of Children With Autism Spectrum Disorder in Segregated and Inclusive Early Childhood Center-Based Settings. Topics in Early Childhood Special Education, 2009, vol. 29, no. 2, pp. 105–118. doi:10.1177/0271121408329172
  20. Mitchell D. Education that Fits: Review of international trends in the education of students with special educational needs [Elektronnyi resurs]. Christchurch: University of Canterbury, 2010. 174 p. Available at: https://www.educationcounts.govt.nz/__data/assets/pdf_file/0016/86011/Mitchell-Review-Final.pdf (Accessed 18.02.2018).
  21. Nahmias A.S., Kase C., Mandell D.S. Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements. Autism, 2014, vol. 18, no. 3, pp. 311–320. doi:10.1177/1362361312467865
  22. Parent Engagement Practices Improve Outcomes for Preschool Children [Elektronnyi resurs]. Edna Bennett Pierce Prevention Research Center. Biobehavioral Health Building University Park, PA: The Pennsylvania State University. 2017. 10 p. Available at: http://prevention.psu.edu/uploads/files/rwjf432769.pdf (Accessed 18.02.2018).
  23. Wilson S.R. et al. Parental Self-eZcacy and Sensitivity During Playtime Interactions with Young Children: Unpacking the Curvilinear Association. J. Appl. Commun. Res, 2014, vol. 42, no. 4, pp. 409–431. doi:10.1080/00909882.2014.911937
  24. Phillips D.A., Meloy M. High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs. Exceptional Children, 2012, vol. 78, no. 4, pp. 471–490. doi:10.1177/001440291207800405
  25. Polivanova K., Vopilova I., Nisskaya A. Parenting education history and modern trends: Self-efficacy as a methodological base for the development of educational programs for parents [Elektronnyi resurs]. Moscow: HSE Publishing House, 2016. 20 p. Available at: https://www.hse.ru/mirror/pubs/lib/data/access/ram/ticket/32/1524920385566c54447d57cc7d35703b73297b6439/Parenting%20education%20history-2.pdf (Accessed 18.02.2018).
  26. Sharma U., Ee J., Desai I. A comparison of Australian and Singaporean pre-service teachers’ attitude and concerns about inclusive education. Teaching and Learning, 2003, vol. 24, no. 2, pp. 207–217.
  27. Shulruf B., O’Loughlin C., Tolley H. Parenting education and support policies and their consequences in selected OECD countries. Children and Youth Services Review, 2009, vol. 31, no. 5, pp. 526–532. doi:10.1016/j.childyouth.2008.10.010
  28. Frances L. Van Voorhis et al. The Impact of Family Involvement on the Education of Children Ages 3 to 8. A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills [Elektronnyi resurs], 2013. 229 p. Available at: https://www.mdrc.org/sites/default/files/The_Impact_of_Family_Involvement_FR.pdf (Accessed 18.02.2018).
  29. Vrasmas T. Curriculum for Children with Disabilities in Inclusive Education. A Literature Review. Procedia – Social and Behavioral Sciences, 2014, vol. 127, no. 22, pp. 336–341. doi:10.1016/j.sbspro.2014.03.267

Information About the Authors

Larisa A. Remezova, PhD in Psychology, associate professor, professor of the department of special pedagogy and psychology, faculty of psychology and special education, Samara State socio-pedagogical University, Samara, Russia, e-mail: remezowa@mail.ru

Metrics

Views

Total: 2854
Previous month: 19
Current month: 12

Downloads

Total: 1370
Previous month: 6
Current month: 0