Influential Factors in Inclusive Versus Non-Inclusive Placements for Preschool Children with Disabilities
Titel:
Influential Factors in Inclusive Versus Non-Inclusive Placements for Preschool Children with Disabilities
Auteur:
Kochanek, Thomas T. Buka, Stephen L.
Verschenen in:
Early education and development
Paginering:
Jaargang 10 (1999) nr. 2 pagina's 191-208
Jaar:
1999-04-01
Inhoud:
The major purpose of this study was to examine the extent to which preschool inclusion practices were evident in diverse communities, and to identify those child, maternal, and service provider characteristics that significantly related to such practices. Of the 114 children studied, 50 received the majority (> 90%) of their services in public school based classrooms for children with disabilities, and were classified as non-inclusion. Sixty-four children received the majority of their services in community based settings (primarily Head Start) and were classified as inclusion. Major findings included: (a) the likelihood of inclusive placement differed significantly by study community, however, the mere availability and presence of community based inclusive settings did not guarantee their use; (b) no significant associations were evident between child, maternal, and service provider characteristics and type of program placement when the influence of community was controlled for; and (c) children in non-inclusion settings received significantly more hours of service per week than inclusion children (18 versus 11 hours). Data in this study suggest that the paradigm shift away from intensive, segregated educational programs toward fully inclusive, community based programs for preschool children has gained considerable momentum in select communities nationally.
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