期刊
EARLY YEARS
卷 33, 期 1, 页码 59-73出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09575146.2012.682975
关键词
early childhood; inclusion; disability
This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.
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