Addressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education District

dc.creatorGrant, June Elizabeth
dc.date.accessioned2015-05-21T15:08:52Z
dc.date.accessioned2019-08-05T18:15:30Z
dc.date.available2015-05-21T15:08:52Z
dc.date.available2019-08-05T18:15:30Z
dc.date.created2015-05-21T15:08:52Z
dc.date.issued2015-05-21
dc.identifierhttp://hdl.handle.net/2139/39997
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3017384
dc.description.abstractThis qualitative case study investigated the concerns of three early childhood care and education (ECCE) teachers regarding inclusive practices in their mainstream classrooms within the Victoria Education District in Trinidad. Data were collected through interviews, observations, and field notes. The findings indicated that: 1) there was a need for stronger teacher collaboration and 2) the teachers had a propensity to underestimate their professional training as a prerequisite for successful inclusion.
dc.languageen
dc.subjectCase studies
dc.subjectEarly childhood care and education
dc.subjectConcerns
dc.subjectInclusive education
dc.subjectRegular class placement
dc.subjectTeacher attitudes
dc.subjectTrinidad and Tobago
dc.titleAddressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education District
dc.typeThesis


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