University of Illinois Urbana-Champaign

Teachers' perceptions and experiences around creating a sense of belonging in head start classrooms

Hayslip, Loretta Ann

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/120419

Description

Title
Teachers' perceptions and experiences around creating a sense of belonging in head start classrooms
Author(s)
Hayslip, Loretta Ann
Issue Date
2023-04-25
Director of Research (if dissertation) or Advisor (if thesis)
Ostrosky, Michaelene
Doctoral Committee Chair(s)
Ostrosky, Michaelene
Committee Member(s)
  • Santos, Rosa Milagros
  • Burke, Meghan
  • Quesenberry,, Amanda
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • membership
  • belonging
  • children with disabilities
  • Head Start
  • inclusion
Abstract
The need for membership in early childhood settings is supported by a joint position statement on inclusion developed by the National Association for the Education of Young Children (NAEYC) and the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC). This position statement defines high-quality inclusion as fostering “a sense of belonging and membership, positive social relationships and friendships, and development and learning” (DEC/NAEYC, 2009, p. 2). When working with young children in inclusive settings, practitioners need to recognize that (a) children with disabilities who feel a sense of belonging will realize enhanced engagement and outcomes, (b) there is a need for positive relationships between children with disabilities and early childhood professionals, and (c) there is a need to identify appropriate, relevant, and meaningful strategies that support membership and positive relationships between children with disabilities and early childhood professionals. The purpose of this interview study with nine Head Start teachers was to learn about the practices and experiences they reported using to build membership in their inclusive preschool classrooms. Findings indicate a need for a holistic approach to fostering membership in the classroom, as well as a need to for policies and professional development that focus not only on inclusion but also on supporting children with disabilities, so they become full members of their classrooms and perceive they “fit in” with their peers.
Graduation Semester
2023-05
Type of Resource
Thesis
Copyright and License Information
Copyright 2023 Loretta Hayslip

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois