Journal ArticleDOI
Preschool Mainstreaming: Perceptions of Barriers and Benefits by Faculty in General Early Childhood Education.
Mark Wolery,Kay Huffman,Ariane Holcombe,Catherine G. Martin,Jeffri Brookfield,Carol Schroeder,Martha L. Venn +6 more
TLDR
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.Abstract:
This report describes 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 A 22-item questionnaire was mailed to 204 general early childhood education faculty members selected randomly from all regions of the United States. A total of 114 (55.9%) questionnaires were returned in usable form. Respondents represented a full range of institutions of higher education. In all, 211 benefits in 10 categories and 202 barriers in 10 categories were listed Learning to accept differences was the mostfrequently cited benefit, and lack of trained staff and consultation was the most frequently listed barrier. Many benefits commonly ascribed to preschool mainstreaming were listed by the general early childhood education faculty. However, some (e.g., availability of peers as models, peers learning to be helpers) were cited less frequently than expected, and others (e.g., benefits to personnel ...read more
Citations
More filters
Journal ArticleDOI
Implementing early childhood inclusion: Barrier and support factors
TL;DR: In this paper, the authors examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion and found that one of the factors was found to have low internal consistency.
Journal ArticleDOI
Perceptions by Teachers About the Benefits and Liabilities of Inclusion
TL;DR: In this article, a survey of teachers about their perceptions about the benefits and limitations of inclusion in alternative education for children and youth is presented, with a focus on the role of teachers in preventing school failure.
Journal ArticleDOI
Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs
TL;DR: Two mail surveys, one with a follow-up, were conducted to determine if consensus existed among general and special education teachers on (a) the conditions and supports that are critical to includi...
Journal ArticleDOI
Child care for children with and without disabilities: The provider, observer, and parent perspectives
TL;DR: Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended.
References
More filters
Journal ArticleDOI
Individualized Group Instruction of Normally Developing and Autistic-like Children: The LEAP Curriculum Model
TL;DR: In this article, an approach to individualize group instruction and an evaluation of pre-academic/academic program effects for normally developing and autistic-like children was described, and the results showed that normally developing children achieved, on the average, a twofold increase in their rate of development during program participation.
Journal ArticleDOI
Mainstreaming at the Preschool Level: Potential Barriers and Tasks for the Field
Samuel L. Odom,Mary A. McEvoy +1 more
TL;DR: In this paper, the authors discuss the nature of these barriers, their implications for mainstreamed programs, and tasks faced by the field if the barriers are to be overcome, and discuss how to overcome them.
Journal ArticleDOI
Stability and Change in Parents' Expectations about Mainstreaming
TL;DR: In this article, the authors describe the expectations of families of both handicapped and non-handicapped children prior to the introduction of handicapped children into a day care center that had previously served only non handicapped youngsters.