Jeffri Brookfield

TL;DR: A survey of early childhood educators found that nearly three-fourths (74.2%) of the responding programs reported enrolling a child with a diagnosed disability, the percentage of mainstreamed programs increased across the five years studied, children from all diagnostic categories listed on the survey were enrolled in some programs, and the diagnostic category of speech/language impaired was the most frequently reported category followed by developmental delays and behavior disorders as mentioned in this paper.

TL;DR: The authors conducted a survey to identify the extent to which various types of educators (paraprofessionals, early childhood educators, elementary school educators, and special educators) were employed in early education programs, and to describe patterns in that employment Respondents represented a variety of programs (Head Start, public school pre-kindergarten, and public school kindergarten, and community preschool/child care) and were selected randomly from the nine U.S. Census regions.

TL;DR: In this paper, a mail survey of faculty members in general early childhood education designed to secure information about their perceptions of the benefits of and barriers to preschool mainstreaming was conducted, and a 22-item questionnaire was mailed to 204 general early education faculty members selected randomly from all regions of the United States.

TL;DR: In this article, a mail survey of faculty members in general early childhood education designed to secure training program information as it relates to preschool mainstreaming is described, and a 22-item quest is described.

TL;DR: This paper conducted a mail survey of general early childhood educators to determine the extent to which representatives from various disciplines, commonly found on early childhood education teams, are employed by general early education programs.