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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Comparing the Developmentally Appropriate Practice (DAP) Beliefs of Practitioners in General and Special Early Childhood Service Settings

David Sexton

David Sexton was formerly a Professor, LSU Health Sciences Center

Patricia Snyder

Professor and Associate Dean for Research 2nd Graduate Studies at Louisiana State University Health Sciences Center

Marcia Lobman

Marcia Lobman was formerly an Associate Professor, LSU Health Sciences Center

Theresa Daly

Theresa Daly was formerly an Assistant Professor, LSU Health Sciences Center.

This study examined the developmentally appropriate practice (DAP) beliefs of 113 practitioners employed in either general early childhood service settings (n = 74) or special early childhood service settings (n = 39) in a southern state. Results obtained on the Teachers Beliefs Scale were remarkably similar across settings, indicating general consensus on the importance of DAP practices among practitioners employed in both types of service settings. The major areas of difference between individuals employed in the two different service settings were related to the appropriateness of implementing behavioral teaching and classroom management strategies (e.g., positive reinforcement and punishment). Practitioners employed in special early childhood service settings viewed behavioral strategies as being more appropriate than did practitioners employed in general early childhood service settings. No important relationships were found between DAP beliefs and individual characteristics of the respondents, such as level of education or inservice instruction. The beliefs of these practitioners appear to parallel ongoing efforts to unify early childhood and early childhood special education recommended practices in preservice contexts.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 25, No. 3, 247-261 (2002)
DOI: 10.1177/088840640202500305
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