Promoting greater acceptance of and skills to teach young children with disabilities: Blended training of early childhood educators

Abstract

Promoting greater acceptance of and skills to teach young children with disabilities within early childhood education teacher preparation programs involves collaborative teaming, understanding the benefits and challenges involved in delivering inclusive supports, and appreciating the diverse and unique needs of all children. In this chapter, we present families, educators, researchers, academics, related service personnel, and other professionals the process and outcomes our university faculty experienced when creating a blended early childhood teacher preparation program. The chapter concludes with a list of key resources.