"Don't Treat Me Like I'm Bad": Social Competence and Teacher Roles in Young Children's Development at Three Primary Schools in Trinidad

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dc.contributor.author Abdul-Majied, Sabeerah
dc.date.accessioned 2011-10-11T16:09:04Z
dc.date.available 2011-10-11T16:09:04Z
dc.date.issued 2010
dc.identifier.citation Abdul-Majied, S. (2010). "Don't treat me like I'm bad": Social competence and teacher roles in young children's development at three primary schools in Trinidad. Caribbean Curriculum, 17, 85-114 en_US
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/11303
dc.description.abstract This study shares the perspectives and experiences of members of staff from two established special education institutions in Trinidad and Tobago on the issue of how they are responding to national calls for inclusive education. Methodology within the case study tradition included narrative analysis of responses to open-ended questions, observations, document analysis, and the critical experiences of the co-researchers. Findings reveal resilience as one characteristic displayed by the staff of special schools in addressing inclusive education. There is also a concern about whether social justice is possible with an inherited elitism. Staff identified challenges, which include building and sustaining collaborative relationships, resourcing and utilizing technology for education, culturally responsive teaching, early identification and intervention, and teacher preparation. Recommendations for moving forward include more local and Caribbean-wide practices that address culturally responsive curricula, action research-based interventions, a continuum of professional development systems targeting teacher dispositions, and public mobilization regarding the role of education in social justice en_US
dc.language.iso en en_US
dc.publisher School of Education, UWI, St. Augustine en_US
dc.subject Primary school students en_US
dc.subject Socialization en_US
dc.subject Social attitudes en_US
dc.subject Social adjustment en_US
dc.subject Child development en_US
dc.subject Teacher role en_US
dc.subject Trinidad and Tobago en_US
dc.title "Don't Treat Me Like I'm Bad": Social Competence and Teacher Roles in Young Children's Development at Three Primary Schools in Trinidad en_US
dc.type Article en_US

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