Full Inclusion In Early Childhood Education

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According to Bruns and Mogharreban (2007) there is a gap between the beliefs and practices of early childhood practitioners that work in a full inclusion setting. Other research has shown that practitioners do not implement recommended practices nor fully train the staff (Bruns & Mogharreban, 2007). The purpose of this study was to determine the areas of needs for preschool teachers. There were 38 programs which consisted of 120 teachers that responded to the The STARS (Support and Technical Assistance through Relationships and Skillbuilding) Needs Assessment (Bruns & Mogharreban, 2007). The findings showed that most teachers strongly believe in full inclusion, whereas, children with disabilities can learn from typical peers. The results noted
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