Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Perception of inclusion in preschools: European teacher's perspective - A scoping literature review
Jönköping University, School of Health and Welfare, HHJ. CHILD.
2019 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Background: Inclusion is a term that stands for fully including untypically developed chil-

dren in regular educational setting. It should be implemented in all of the present educa-

tional settings. However, the definition of inclusion and the way of implementing it differs

from countries and cultures, which makes it a problem for having a united view on it. More-

over, there are different factors that can occur and have an impact of understanding the

term.

Aim: The aim of this study is to review the existing literature on the perception of inclu-

siveness and the term ˝inclusion˝ from preschool teacher’s perspective in preschool settings

in Europe and the different factors that have effect on the perceiving.

Method: A literature search on the databases of ERIC and PsycINFO and a hand search

on the reference lists of the relevant articles was conducted. The articles that are included

were recent peer reviewed studies published in English, reporting perception of inclusion

and factors that affect it.

Results: In the seven studies that have been included, preschool teachers have overall pos-

itive attitude towards inclusion. They reported the inclusion is important to be implemented

in preschool settings. However, most of them reported that the implementation of the in-

clusion is needed, they do not feel secure enough and eligible to do it in a correct way.

Furthermore, group of factors that affect the perception of inclusion and implementation

of it occurred. The factors that occurred are lack of resources, no complete education and

different understanding of what inclusion stand for and what should the implementation be alike.

Conclusion: Considering the importance of inclusion as an ongoing process in preschools, education of professional staff for it is a first step in order to implement inclusion. Moreover, making the strong basis in preschool for inclusion will give the staff the confidence and eligible knowledge to provide the inclusive education for every participant of the environ-ment.

Place, publisher, year, edition, pages
2019. , p. 21
Keywords [en]
educational setting, factors, inclusion, perspective, preschool teacher
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-47318ISRN: JU-HLK-SBU-2-20200077OAI: oai:DiVA.org:hj-47318DiVA, id: diva2:1384459
Subject / course
HLK, Education
Supervisors
Examiners
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved

Open Access in DiVA

fulltext(393 kB)8 downloads
File information
File name FULLTEXT01.pdfFile size 393 kBChecksum SHA-512
ada2a63c88411b7533bb9689ac6abd25d14d2bc4620c9b417cf3545368641c02d7fc0280168e6dcffc2ba0ceba83f12334a4b30757897548871d8a8b4a68696e
Type fulltextMimetype application/pdf

By organisation
HHJ. CHILD
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 8 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 7 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf