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Full-Text Articles in Education
A Discourse Analysis Of Parents' And Teachers' Social Constructions Of School Readiness And Transition To Kindergarten For Children With Disabilities, Ronica Senores Toyota
A Discourse Analysis Of Parents' And Teachers' Social Constructions Of School Readiness And Transition To Kindergarten For Children With Disabilities, Ronica Senores Toyota
Education (PhD) Dissertations
This study examined parents’ and teachers’ social constructions of disability, school readiness, and the transition to kindergarten process for children with disabilities who participated in a self-contained preschool special education (SPED) class, called a special day class (SDC). The 12 participants included parents of children with disabilities (i.e., three with autism and one with Down syndrome), four preschool SDC teachers, two kindergarten SDC teachers, and two general education kindergarten teachers. They were recruited from a large urban school district in Southern California. Semistructured interviews were conducted to invite participants to share their experiences working with students with disabilities and their …
Examining California’S Title 22 Community Care Licensing Regulations: The Impact On Inclusive Preschool Settings, Aja Mckee, Audri Sandoval Gomez, Sardis Susana Rodriguez, Janice Myck-Wayne, Scott Turner, Markus Trujillo
Examining California’S Title 22 Community Care Licensing Regulations: The Impact On Inclusive Preschool Settings, Aja Mckee, Audri Sandoval Gomez, Sardis Susana Rodriguez, Janice Myck-Wayne, Scott Turner, Markus Trujillo
Education Faculty Articles and Research
Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education’s Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California’s educational leaders should consider these results to provide opportunities for preschool …