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Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled. Sallee Beneke University of Illinois. Increase in Inclusion in Illinois. 1980s: Prekindergarten at-risk for 3- to 5-year-olds began

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Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled

Sallee Beneke

University of Illinois


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Increase in Inclusion in Illinois work: including children identified as at-risk and disabled

  • 1980s: Prekindergarten at-risk for 3- to 5-year-olds began

  • 2003: Illinois Early Learning Council recommendation

  • 2005: 72,0003- & 4-year-old served in prekindergarten at-risk classrooms


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Advent of Preschool for All work: including children identified as at-risk and disabled

  • February 2006:

    • Governor Blagojevich announces intention to provide pre-k to every Illinois 3- and 4-year-old

  • May, 2006: Legislation passed

  • Fall 2006:

    • 103 Programs were funded ($45 million additional dollars)

      • 88 prekindergarten

      • 15 infant-toddler

    • 10,000 additional children

  • Current funding total is $363 million

  • Fully implementation will serve 190,000


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Preschool for All Curriculum Criteria Include… work: including children identified as at-risk and disabled

  • Alignment with Illinois Early Learning Standards

  • Inclusion of content to be taught with intentionality and integration

  • Provision for child initiation and engagement

  • Use of content based on research of how young children learn

  • Provision of parent involvement through meaningful communication with families

  • Alignment with authentic assessment tool that is ongoing and comprehensive


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Criteria (cont.) work: including children identified as at-risk and disabled

  • Consideration of child’s linguistic and cultural background

  • Consideration of range of experience and qualifications of early childhood teachers

  • Consideration of a wide range of children’s abilities, including those of children with IEP’s

  • Provision of research evidence of the effectiveness of the curriculum


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Many Settings for work: including children identified as at-risk and disabledPreschool for All

  • Public schools

  • University lab schools

  • Charter schools

  • Child care centers

  • Community colleges

  • Private preschools

  • Park districts

  • Faith-based organizations

  • Home-based child-care networks


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  • Concurrent with increase in inclusion of children with disabilities in pre-kindergarten at-risk classrooms

  • Varying models

  • Increase in consistency for children

  • Reduction in full-day programs

  • Shortage of certified teachers

  • Increase in mentoring programs

  • Increase in monitoring programs


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Comparison of 2005 & 2007 Survey Results disabilities in pre-kindergarten at-risk classrooms

  • 2005 -

    • Survey of 73 pre-k teachers from north central Illinois

  • 2007-

    • Survey of 79 educators in pre-kindergarten at-risk programs

      • Examined in terms of position and education


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2005: What Was Useful in Training disabilities in pre-kindergarten at-risk classrooms

  • Child Guidance (39%)

  • Child Development (75%)

  • Assessment (49%

  • Families (43%)

  • Lesson Planning (68%)

  • Management (49%)


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2005: What Should Be Added to Training? disabilities in pre-kindergarten at-risk classrooms

  • Hands-on

  • Classroom management

  • Authentic assessment

  • Behavior management

  • Working with families

  • Special education

  • Working with other adults


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2007 Survey of Preschool for All Staff disabilities in pre-kindergarten at-risk classrooms

  • Masters - 11

  • Bachelors - 42

  • Associates - 14

  • Administrators - 12


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Survey Population - Experience disabilities in pre-kindergarten at-risk classrooms

  • 0-6 Years Experience - 44 Surveys

  • 7-12 Years Experience - 12 Surveys

  • 13-19 Years Experience - 12 Surveys

  • 20+ Years Experience - 15 Surveys


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Education Level - Administrators disabilities in pre-kindergarten at-risk classrooms

  • Administrator - 12

    • AA - 3

    • Bachelors - 4

    • Masters - 4

    • PhD - 1


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Top Problems: 0-6 Years disabilities in pre-kindergarten at-risk classrooms

  • Guidance

    • 62% of AA responses

    • 43% of Bachelors

    • 33% of Masters

  • Special Needs Students

    • 37% of AA responses

    • 25%% of Bachelors

    • 50% of Masters

  • Parent Issues

    • 25% of AA

    • 37% of Bachelors


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Top Problems: 0-6 Years disabilities in pre-kindergarten at-risk classrooms

  • Paperwork & Time

    • 71% of Bachelors

  • Co-workers & Assistants

    • 22% of Bachelors

  • Turnover

    • 66% of Masters


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Top 3 Problems: 7-12 Years disabilities in pre-kindergarten at-risk classrooms

  • Guidance

    • 100% of AA responses (n = 2)

    • 66% of Bachelors (n = 3)

  • Special Needs Students

    • 66% of Bachelors (n = 3)

    • 50% of Masters (n = 3)

  • Paperwork & Time Management

    • 50% of AA responses (n = 2)

    • 100% of Bachelors (n = 3)

    • 100% of Masters (n = 3)


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Top 3 Problems: 13-19 Years disabilities in pre-kindergarten at-risk classrooms

  • Guidance

    • 40% of Bachelors (n = 5)

    • 33% of Masters (n = 3)

  • Special Needs Students

    • Not a problem

  • Paperwork & Time Management

    • 100% of Bachelors (n = 3)

    • 100% of Masters (n = 3)


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Top 3 Problems: 20+ Years disabilities in pre-kindergarten at-risk classrooms

  • Guidance

    • 50% of Masters (n = 2)

  • Special Needs Students

    • 100% of Masters (n = 2)

  • Paperwork & Time Management

    • 100% of Bachelors (n = 7)

    • 50% of Masters (n = 2)


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Top 3 Problems: Administrators disabilities in pre-kindergarten at-risk classrooms


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Challenges: Special Needs disabilities in pre-kindergarten at-risk classrooms


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Challenge: Guidance disabilities in pre-kindergarten at-risk classrooms


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Challenge: Parent Issues disabilities in pre-kindergarten at-risk classrooms


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Challenge: Paperwork & Time Management disabilities in pre-kindergarten at-risk classrooms


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Educators’ Perceptions - What Would Help? (0-6 Years) disabilities in pre-kindergarten at-risk classrooms

  • Training/Inservice

    • AA- 100% (n = 8)

    • BA- 33% (n = 33)

  • Strategies/Ideas

    • BA- 39%

  • Reduce Paperwork & improve time Management

    • AA- 50%

  • Programming for parents

    • MA- 66% (n = 3)

  • Improve Administration

    • MA- 50%


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Educators’ Perceptions - What Would Help? (7-12 Years) disabilities in pre-kindergarten at-risk classrooms

  • Training/Inservice

    • AA- 100% (n = 2)

  • More Staff

    • BA- 66%


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Educators’ Perceptions - What Would Help? (13-19 Years) disabilities in pre-kindergarten at-risk classrooms

  • Programming for Parents

    • BA- 40% (n = 5)

  • Inservice

    • BA- 80% (n = 5)


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Educators’ Perceptions - What Would Help? (20+ Years) disabilities in pre-kindergarten at-risk classrooms

  • Programming for Parents

    • BA- 42% (n = 7)

  • Inservice

    • BA- 28% (n = 5)

    • MA- 100% (n = 2)


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Important Preservice Learning 0-6 Years Experience disabilities in pre-kindergarten at-risk classrooms

Associates

  • Value of social-emotional dev. - 2

  • Creative Curriculum - 1

  • Developing materials - 1

  • Field experience - 1

  • Environment - 1

  • Observation Skills - 1


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Important Preservice Learning 0-6 Years Experience disabilities in pre-kindergarten at-risk classrooms

Bachelors

  • Lesson Planning- 8

  • Assessment- 6

  • Parent Involvement- 6

  • Content Areas- 4

  • Child Development - 3

  • Adaptations - 3

  • Individualizing Instruction- 3

  • Environment - 2

  • Open-ended questions - 2


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0-6 Years- Important Preservice Learning disabilities in pre-kindergarten at-risk classrooms


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Important Preservice Learning disabilities in pre-kindergarten at-risk classrooms7-12 Years Experience

Associates

  • Child Development - 1

  • ‘Needed more on “real life” actions and reactions.’

    Bachelors

  • Importance of Preparation - 1

  • Methods - 1

    Masters

  • Ed Psych - 11

  • Reading - 1

  • Observations at real school - 1


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Important Preservice Learning disabilities in pre-kindergarten at-risk classrooms13-19 years experience

Associates

  • Child Development - 1

  • Learning Styles

  • Best Practices

  • DAP

    “Most of the DAP things I do I learned from others in the field. It was so long ago that most of what was appropriate then is no longer DAP”


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Important Preservice Learning disabilities in pre-kindergarten at-risk classrooms13-19 years experience

Bachelors

  • Child Development - 1

  • Special Ed. courses were helpful - 11

  • Student Teaching

  • Methods

  • Organizing lesson plans

  • Respecting children

    “Not much! I went to college when the 04 was just coming out. Most of my professors were ELED professionals and had been in the field for many years. I have learned more ‘on the job’ and from conferences and workshops much like this one.”

    “”


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Important Preservice Learning disabilities in pre-kindergarten at-risk classrooms13-19 years experience

Masters

  • Importance of play

  • Social-emotional guidance

  • Curriculum

  • Assessment

  • History & Philosophy

  • Classroom Management

  • Environment

  • Instructional Techniques


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Important Preservice Learning 20+ disabilities in pre-kindergarten at-risk classrooms

  • Importance of play

  • Social-emotional guidance

  • Curriculum

  • Assessment

  • History & Philosophy

  • Classroom Management

  • Environment

  • Instructional Techniques


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Possible Implications? disabilities in pre-kindergarten at-risk classrooms

  • More training in organization and management?

  • More educational psychology?

  • More special education training for all?

  • More specialized training for administrators?

  • More training on teaming?

  • More preservice experience with challenging children and situations?