[
{
    "url": "https://wou.omeka.net/s/repository/item/1193",
    "dcterms:title": [
        "Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access"
    ],
    "dcterms:creator": [
        "Natalie Danner",
        "Susan A Fowler"
    ],
    "dcterms:subject": [
        "inclusion",
        "attitudes",
        "Montessori",
        "early childhood",
        "teachers",
        "access"
    ],
    "dcterms:publisher": [
        "American Montessori Society"
    ],
    "dcterms:date": [
        "1/1/2015"
    ],
    "dcterms:type": [
        "Text"
    ],
    "dcterms:identifier": [
        "fac_pubs/43"
    ],
    "dcterms:source": [
        "Journal of Montessori Research"
    ],
    "dcterms:language": [
        "eng"
    ],
    "dcterms:abstract": [
        "Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described."
    ],
    "bibo:issue": [
        "1"
    ],
    "bibo:pageEnd": [
        "41"
    ],
    "bibo:pageStart": [
        "28"
    ],
    "bibo:volume": [
        "1"
    ],
    "foaf:fundedBy": [
        "American Montessori Society, U.S. Department of Education"
    ],
    "VIVO:departmentOrSchool": [
        "Education"
    ]
}
]