| Popis: |
This research study addressed a gap in the literature about the professional characteristics, including license, degree earned, years of experience, and professional development hours, of teachers of prekindergarten students with disabilities (SWDs) in Florida. Using archival data gathered from the Florida Department of Education, this study examined whether statistically significant differences existed in the professional characteristics of prekindergarten (PK) disabilities teachers among school districts implementing prekindergarten inclusion, the education of prekindergarten SWDs in regular early childhood classrooms with their nondisabled peers, which improves the social, language, and cognitive skills of prekindergarten SWDs. In addition, this study analyzed whether there were statistically significant differences in the professional characteristics of PK disabilities teachers among different-sized school districts, as determined by student population, a metric associated with access to qualified teachers. Quantitative methods were used to analyze the variables. Statistically significant differences were found among the prekindergarten inclusion rate groups in the years of experience and professional development hours of PK disabilities teachers but not in the degree earned or license. In addition, statistically significant differences were found among the school district size groups in the years of experience, professional development hours, degree earned, and license of PK disabilities teachers. Information gathered and analyzed in this study may assist state-level administrators, institutes of higher education, and school districts to better understand the levels of education, training, and expertise of the current workforce of prekindergarten disabilities teachers and to tailor training and professional development to the individual needs of PK disabilities teachers in Florida. |
