Dissertation
A phenomenological investigation into the utility of online professional development to promote inclusive opportunities for young children with disabilities in community-based early childhood programs
Doctor of Education (Ed.D.), Drexel University
Jun 2019
DOI:
https://doi.org/10.17918/00000082
Abstract
Preschool children deemed eligible for special education and related services pursuant to the Individuals with Disabilities Education Act (IDEA) must receive a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE). Access to publicly funded early childhood general education settings is limited for young children with disabilities. Educators in such programs often lack formal training in special education and meaningful professional development required to meet the needs of young children with disabilities in their classrooms. The purpose of this qualitative research study was to examine how access to online professional development, targeting community-based early childhood educators, promotes inclusive environments for young children with disabilities. The following research questions were developed as part of this research inquiry: 1) what are perceptions of early childhood educators on the use of online PD to promote inclusion of young children with disabilities? and 2) how do early childhood educators perceive that their practice will change as a result of participating in online PD and how outcomes for young children with disabilities will improve through their participation in PD? Research was conducted to determine how online professional development could optimize inclusive opportunities for young children and expand the IDEA-mandated continuum of services offered by school districts. Study participants completed an online survey and asynchronous, one-on-one interviews designed to answer the research questions. Findings from the study revealed that participants support the use of online professional development to promote inclusive classrooms, increased retention of, and better outcomes for young children with disabilities.
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Details
- Title
- A phenomenological investigation into the utility of online professional development to promote inclusive opportunities for young children with disabilities in community-based early childhood programs
- Creators
- Mauria Elizabeth Uhlik
- Contributors
- Janet Marie Sloand (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 133 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695145104721