Early Childhood Administrators’ Admission Decision Making Process in Including Children with Special Needs in Singapore
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 8권 / 1호
ㆍ저자명 : Chen-Chen Cheng
ㆍ저자명 : Chen-Chen Cheng
목차
IntroductionMethodology
Results
Discussion
한국어 초록
In Singapore, many parents find it difficult to locate early childhood services for their children withspecial needs. As Singapore does not have laws protecting the right to education for children with specialneeds, early childhood center administrators (managers and principals) make admission decisions at theirown discretion on a case-by-case basis. This qualitative interview study examines the individual, variedpatterns of early childhood center administrators’ admission decision making process in relation tochildren with special needs in Singapore. The results revealed an on-going, dynamic decision makingprocess jointly participated in by both administrators and parents. The researcher investigated anddocumented the steps and efforts these administrators took to make the inclusion of children with specialneeds possible in regular early childhood education settings. The implications of this unique Singaporeinclusion model are focused on the moral and professional aspects of inclusion and administrators’ senseof ownership in inclusion without the presence of the law.영어 초록
In Singapore, many parents find it difficult to locate early childhood services for their children withspecial needs. As Singapore does not have laws protecting the right to education for children with special
needs, early childhood center administrators (managers and principals) make admission decisions at their
own discretion on a case-by-case basis. This qualitative interview study examines the individual, varied
patterns of early childhood center administrators’ admission decision making process in relation to
children with special needs in Singapore. The results revealed an on-going, dynamic decision making
process jointly participated in by both administrators and parents. The researcher investigated and
documented the steps and efforts these administrators took to make the inclusion of children with special
needs possible in regular early childhood education settings. The implications of this unique Singapore
inclusion model are focused on the moral and professional aspects of inclusion and administrators’ sense
of ownership in inclusion without the presence of the law.