Trauma: Early Childhood Special Education Teachers’ Attitudes and Experiences

Mia Chudzik, Catherine Corr, Kim Wolowiec-Fisher

Research output: Contribution to journalArticlepeer-review

Abstract

Young children experience traumatic events at high rates. Early childhood special education programs are an optimal time for implementing trauma-informed care. Minimal research has been done to understand early childhood special education teachers’ attitudes and experiences with trauma-informed care. Using a convergent mixed methods approach, this study explored early childhood special education teachers’ (N = 25) attitudes and experiences with trauma and trauma-informed practices. Results indicate that early childhood special education teachers’ attitudes and experiences do not always align.

Original languageEnglish (US)
JournalEarly Childhood Education Journal
DOIs
StateAccepted/In press - 2022

Keywords

  • Early childhood special education
  • Maltreatment
  • Trauma
  • Trauma-informed care

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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