Inclusive education in New Zealand: voices from early childhood teachers

This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand....

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Bibliographic Details
Published inSupport for learning Vol. 37; no. 4; pp. 538 - 552
Main Authors Singh, Pratika, Zhang, Kaili C.
Format Journal Article
LanguageEnglish
Published Oxford Wiley 01.11.2022
Blackwell Publishing Ltd
Subjects
Disabilities
Early childhood education
Foreign Countries
Inclusion
Inclusive education
New Zealand
Preschool Children
Preschool Teachers
Program Effectiveness
special needs
Special Needs Students
Teacher Attitudes
teachers' perspectives
New Zealand
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Summary:This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included.
ISSN:0268-2141
1467-9604
DOI:10.1111/1467-9604.12428