Working With Young Children With Disabilities: Perceptions, Skills, and Training Needs of Head Start Teachers

摘要

Increasing numbers of young children with disabilities are receiving services in inclusive settings such as Head Start. It is important to note that positive outcomes for young children with disabilities are due in large part to practitioners' understanding and implementation of both recommended practices in both early care and education and early childhood special education. This study examined the Head Start teachers' perceptions, skills, and professional development needs to best serve young children with disabilities. Results revealed positive perceptions about including young children with disabilities in Head Start programs. Teachers indicated that they could organize the environment, observe children's developmental progress, and implement positive guidance strategies. Perceptions were mixed regarding skills to work with families, related professionals, and support staff and there was limited agreement about implementing Individualized Education Program (IEP) goals and objectives, alternate forms of communication, and working with young children with motor impairments. Implications for research, practice, and policy are provided.