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

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dc.contributor.authorGrant, June Elizabeth
dc.date.accessioned2015-05-21T15:08:52Z
dc.date.available2015-05-21T15:08:52Z
dc.date.issued2015-05-21
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.en_US
dc.identifier.urihttps://hdl.handle.net/2139/39997
dc.language.isoenen_US
dc.subjectCase studiesen_US
dc.subjectEarly childhood care and educationen_US
dc.subjectConcernsen_US
dc.subjectInclusive educationen_US
dc.subjectRegular class placementen_US
dc.subjectTeacher attitudesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleAddressing Three ECCE Teachers’ Concerns Regarding Inclusive Practice in Two Early Childhood Centres in the Victoria Education Districten_US
dc.typeThesisen_US

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