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  • Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice

    Author(s)
    Ackah-Jnr, Francis R
    Fluckiger, Beverley
    Griffith University Author(s)
    Fluckiger, Bev
    Ackah, Francis Raymond
    Year published
    2021
    Metadata
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    Abstract
    In an era of increasing demand for accessible, quality, and equitable education for all children and increased responsibilities for teachers and educators, inclusive education must be resourced adequately. This article reports on the qualitative findings from a multiple case study of support resources perceived to enhance teachers’ efficacy in leading inclusive practice in early childhood settings in Ghana. Teachers, headteachers and education officials, with wide-ranging teaching or supervision experience, were chosen purposefully as participants for this study. Study findings from thematic data analysis revealed that ...
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    In an era of increasing demand for accessible, quality, and equitable education for all children and increased responsibilities for teachers and educators, inclusive education must be resourced adequately. This article reports on the qualitative findings from a multiple case study of support resources perceived to enhance teachers’ efficacy in leading inclusive practice in early childhood settings in Ghana. Teachers, headteachers and education officials, with wide-ranging teaching or supervision experience, were chosen purposefully as participants for this study. Study findings from thematic data analysis revealed that multi-faceted support resources are essential for leading inclusive education and change practice effectively. More importantly, it was evident that the usefulness of support resources was based on teacher judgements, perceptions, and value-addition; system leadership; and understanding of the vision and values related to the education of all children. While some early childhood settings were seemingly well resourced and supported, others were in need of such resources. Most participants, therefore, shared the view that to realise quality and inclusive education for all young children, early childhood settings need to be well-resourced and receive ongoing support. Implications of the findings are discussed in the light of change implementation.
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    Journal Title
    International Journal of Disability, Development and Education
    DOI
    https://doi.org/10.1080/1034912X.2021.1885013
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Education Systems
    Specialist Studies in Education
    Social Work
    Social Sciences
    Science & Technology
    Life Sciences & Biomedicine
    Education, Special
    Rehabilitation
    Publication URI
    http://hdl.handle.net/10072/403120
    Collection
    • Journal articles

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