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    Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings

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    Author
    Maine, Erica
    Abstract
    The current study investigates perceptions, thoughts, and concerns of parents of nondisabled children enrolled in inclusive preschool classrooms. Utilizing a phenomenological approach and Ecological Systems theory, parents (N = 7) of nondisabled children, enrolled in an inclusive preschool classroom, were interviewed to collect the data. Results indicate that parental perspectives, thoughts, and experiences vary. While parents are supportive of inclusion in child care centers, they felt less than confident in explaining limitations of special needs to their children. Future research and development of educational programs for parents may be beneficial in increasing parental support and involvement within inclusive preschool classrooms.  
    URI
    http://hdl.handle.net/10342/4319
    Subject
     Early childhood education; Education policy; Inclusion; Preschool classroom 
    Date
    2013
    Citation:
    APA:
    Maine, Erica. (January 2013). Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/4319.)

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    MLA:
    Maine, Erica. Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings. Master's Thesis. East Carolina University, January 2013. The Scholarship. http://hdl.handle.net/10342/4319. September 30, 2023.
    Chicago:
    Maine, Erica, “Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings” (Master's Thesis., East Carolina University, January 2013).
    AMA:
    Maine, Erica. Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings [Master's Thesis]. Greenville, NC: East Carolina University; January 2013.
    Collections
    • Human Development and Family Science
    • Master's Theses
    Publisher
    East Carolina University

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