2026-09-21T09:38:52Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79666 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Spodek, Bernard Kadota, Riyo 2015-09-25T19:52:52Z 2015-09-25T19:52:52Z 10000-01-01 2002 2002 This study found that DSC's attitudes and beliefs impact on the ways in which teachers have inservice trainings, and how the programs' policy, legal enforcement, and societal demands influence each DSC's attitudes and beliefs about inclusion, construct their own strategies to cope with difficult inclusive situations, and identify their primary roles as a DSC. This study also suggests that communication skills and interaction patterns of both the DSC and Head Start teachers are keys to understanding inclusive practices. Made available in DSpace on 2015-09-25T19:52:52Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044131.pdf: 9873280 bytes, checksum: 37218afc67ecea270abf8262c6daec2c (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 80948 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 215 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/79666 (MiAaPQ)AAI3044131 eng Education, Curriculum and Instruction Inclusion in Context: Teachers Perspectives in Head Start Program text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.