Teachers' perceptions of integrated kindergarten programs in Hong Kong

Teachers' perceptions of integrated kindergarten programs in Hong Kong

• Cheuk, Jenny University of Tennessee, USA
• Hatch, J. Amos University of Tennessee, USA

Early Child Development and Care, 177(4), 417-432, 2007

Routledge

2007

• E Special Education
  • EG Inclusive Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Foreign Countries Early Childhood Education Kindergarten Disabilities Social Development Educational Research Research Needs Compulsory Education Inclusive Schools Teacher Attitudes Preschool Teachers Mainstreaming Special Needs Students Regular and Special Education Relationship Interviews Program Effectiveness Educational Quality Developmentally Appropriate Practices Teacher Education Programs Preservice Teacher Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad generalizations: the interviewed teachers emphasized teaching academics to children without disabilities, but they focused on social development at the exclusion of academic instruction for children with disabilities; and, according to the teachers, instruction was academic and skill-oriented in the integrated kindergarten programs. Research procedures are described and data supporting the findings are presented. Ways to improve program quality are discussed in terms of three major components: the Hong Kong government should include early childhood education within the compulsory education system, and enforce the formally recommended approach of developmental appropriateness; teacher education institutions should prepare prospective teachers to work in school settings where program goals may be contradictory with the ideology of inclusion; and educational researchers should monitor program quality in integrated childcare centers by conducting further research.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430600563430]

• English

Journal Articles

• 03004430

• 10.1080/03004430600563430

https://bibliography.lib.eduhk.hk/bibs/609a570d

2010-09-27