A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices
Today, the inclusion of special needs children into preschool classes is fully expected; however, the logistics and best practices for ensuring the success of inclusive classrooms are not fully understood by educators. The goal of this study was to address this lack of understanding among educators....
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2018-01-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1549005 |