Contributions from: Marci J. Hanson, San Francisco State University & Paula J. Beckman, University of Maryland
Abstract
Including children with and without disabilities in early childhood education settings with typically developing children has become a primary model of providing special education services in the United States. However, barriers to providing such services and facilitators of high quality inclusive services exist. To examine barriers and facilitators of preschool inclusion, the investigators employed an ecological systems conceptual framework and collected both qualitative and quantitative data in 16 inclusive preschool programs geographically distributed across the United States. In the first study, investigators will present the results of an eco-behavioural observational assessment of activities and child behaviour in classroom settings. In the second set of studies, investigators will describe family members' perspectives on inclusion, the transition process for children and families are moving from infant/toddler programs to preschool programs, and the longitudinal perspectives of families. A set of synthesis points originating from these family studies will also be presented. In the third set of studies, investigators will present an analysis of key influences operating at the policy level that led to the initiation and maintenance of inclusive preschool programs over a five year period. For each set of studies, products developed from the research for teachers, family members, and administrators will be described.
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