DEVELOPING AND USING TEACHER CRAFT KNOWLEDGE TO IMPLEMENT INCLUSION IN DIVERSE NEEDS EARLY LEARNING CLASSROOMS
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2024
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This research investigates how teachers with dual teacher preparation backgrounds in both special education and early childhood education perceive, develop, and use teacher craft knowledge (TCK) to create inclusive early learning classroom communities for children with diverse needs. Using a case study approach, two semi-structured interviews were conducted with five early childhood educators in inclusive settings in Hawai’i. The results demonstrate how teacher participants develop and use TCK to support participation and implement inclusion, highlighting the cyclical, flexible, adaptive practice of tapping into past experiences, asking questions/observing, trying things, and making decisions. By utilizing TCK as a theoretical framework, this study underscores how the participants strongly believe they play a central role in facilitating inclusion. It also highlights that TCK is a practical, reflective, and supportive practice teachers can use to promote learning, participation, and meaningful inclusion for all students with or without disabilities.
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Early childhood education, Special education, Disability studies, early childhood, inclusion, preschool, special education, teacher craft knoweldge, teacher practice
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128 pages
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