TY - JOUR
T1 - Teacher Perceptions of Two Multi-Component Interventions
T2 - Disability Awareness and Science
AU - Dorsey, Emily A.
AU - Mouzourou, Chryso
AU - Park, Hyejin
AU - Ostrosky, Michaelene M.
AU - Favazza, Paddy C.
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2016.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - This study investigated teachers’ perspectives about two interventions designed to promote kindergarteners’ attitudes toward peers with disabilities. Interviews with teachers were conducted following the 6-week interventions. Teachers shared views on the best and most difficult aspects of the interventions, perceived benefits for teachers and children, and suggestions for improving the interventions. Teachers’ responses were analyzed using content analysis. One salient teacher-reported benefit was notable improvement in social skills made by all students. Moreover, students in the experimental condition displayed increased acceptance of peers with disabilities, whereas teachers reported becoming more confident discussing the topic of disability with students. Teachers also reported that although it was difficult to step back and observe children in cooperative learning groups, it was beneficial to see that when children were given opportunities to handle social situations on their own, many were capable of doing so. Implications for practice and recommendations for future research are discussed.
AB - This study investigated teachers’ perspectives about two interventions designed to promote kindergarteners’ attitudes toward peers with disabilities. Interviews with teachers were conducted following the 6-week interventions. Teachers shared views on the best and most difficult aspects of the interventions, perceived benefits for teachers and children, and suggestions for improving the interventions. Teachers’ responses were analyzed using content analysis. One salient teacher-reported benefit was notable improvement in social skills made by all students. Moreover, students in the experimental condition displayed increased acceptance of peers with disabilities, whereas teachers reported becoming more confident discussing the topic of disability with students. Teachers also reported that although it was difficult to step back and observe children in cooperative learning groups, it was beneficial to see that when children were given opportunities to handle social situations on their own, many were capable of doing so. Implications for practice and recommendations for future research are discussed.
KW - acceptance
KW - disability populations
KW - evidence-based practices
KW - inclusion
KW - intervention strategies
KW - peer interactions
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U2 - 10.1177/0271121415626711
DO - 10.1177/0271121415626711
M3 - Article
AN - SCOPUS:84977564286
SN - 0271-1214
VL - 36
SP - 103
EP - 114
JO - Topics in Early Childhood Special education
JF - Topics in Early Childhood Special education
IS - 2
ER -