Promoting greater acceptance of and skills to teach young children with disabilities: Blended training of early childhood educators

Jody Marie Bartz, Karen L Applequist

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Promoting greater acceptance of and skills to teach young children with disabilities within early childhood education teacher preparation programs involves collaborative teaming, understanding the benefits and challenges involved in delivering inclusive supports, and appreciating the diverse and unique needs of all children. In this chapter, we present families, educators, researchers, academics, related service personnel, and other professionals the process and outcomes our university faculty experienced when creating a blended early childhood teacher preparation program. The chapter concludes with a list of key resources.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction: Empowerment on the Chalkboard
PublisherSpringer International Publishing
Pages259-268
Number of pages10
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016

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Keywords

  • Blended/unified
  • Certification
  • Early childhood
  • Early childhood special education
  • Inclusive programs
  • Practitioner
  • Teacher preparation

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Bartz, J. M., & Applequist, K. L. (2016). Promoting greater acceptance of and skills to teach young children with disabilities: Blended training of early childhood educators. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 259-268). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_23