Transcript of "Inclusion And Its Effect On Preschool Children With"
Inclusion and its Effect on Preschool Children with Special Needs Kristie Elrod, M. Ed. Richmond Hospital Education Program
Rationale <ul><li>Inclusion seems to be the trend in special education currently as there is a big push to remove children from self-contained classrooms and allow them to be incorporated with their developmentally and age appropriate peers. </li></ul>
Rationale <ul><li>In addition to educational and ethical reasons, much of this push is due to the Individuals with Disabilities Education Act (IDEA) and its most recent reauthorization: the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. </li></ul>
Rationale <ul><li>Although inclusion has been implemented in the United States for several decades, particularly since the late 1980’s, few studies have been done to systematically study the effects, especially long term effects, on children’s development. </li></ul>
Results <ul><li>In their study, Hestenes and colleagues (2007) compared the quality of care in infant and toddler classrooms that were both inclusive and non-inclusive using the Infant/Toddler Environment Rating Scale-Revised. Findings indicated that within the large sample used (n=400), inclusive classrooms were higher in quality than non-inclusive classrooms. The differences were based on language and interactions among children, safety and organization of the classroom, and parents and staff variables. </li></ul>
Results <ul><li>Recchia et al (2004) followed three toddlers with developmental delay and their caregivers within their childcare setting. They found that although the children with disabilities made social gains, they still remained delayed and relied on their caregivers much more than their typically developing peers. They found that despite parent and caregiver concern in the beginning of the study, they saw the possibilities that can be enhanced in an inclusive environment. </li></ul>
Results <ul><li>Hunt and others (2004) investigated the effectiveness of a general education/special education collaborative teaming approach in order to increase engagement, development and learning of the children with severe disabilities in inclusive early childhood programs. Their findings indicated that collaborative teaming was a vital piece when implementing an inclusive environment for children with disabilities and this in turn requires the cooperation and efforts of teachers, parents, administration, support staff, as well as staff motivation. </li></ul>
Conclusion <ul><li>In conclusion, I feel that each of these articles can be used to support the argument that inclusion is a vital piece in aiding our students with special needs. They need typical peer models as well as a well-trained staff to support development both educationally and socially. </li></ul>
Conclusion <ul><li>This leaves the field open for research regarding the effects of inclusion on students without disabilities. </li></ul>
References <ul><li>Hestenes, L L, Cassidy, D J, Hegde, A V, & Lower, J K (2007). Quality in inclusive and noninclusive infant and toddler classrooms. Journal of Research in Childhood Education, 22 (1), 69-85. Retrieved November 12, 2007, from General OneFile via Gale: http://find.galegroup.com/itx.infomark.do?&c ontentSet=IACDocuments&type=retrieve&tab ID=T002&prodId=ITOF&docID=A169876175&sur ce=gale&userGroupName=viva vcu&version=1.0 </li></ul>
References <ul><li>Hunt, P., Soto, G., Maier, J., Liboiron, N., & Bae, S. (2004). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education , 24 (3), 123-143. Retrieved November 13, 2007, from General OneFile via Gale: </li></ul><ul><ul><ul><li>http://find.galegroup.com/itx/infomark.do?&contentS </li></ul></ul></ul><ul><ul><ul><li>ACDocuments&type=retrieve&tabID=T002&prodId=I </li></ul></ul></ul><ul><ul><ul><li>OF&docId=A124793853&surce=gale&userGroupName </li></ul></ul></ul><ul><ul><ul><li>Viva vcu&version=1.0 </li></ul></ul></ul>
References <ul><li>Recchia, S.L., & Lee, Y. (2004). At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive child care. Journal of Research in Childhood Education , 19 (2), 175-188. Retrieved October 11, 2007, from General OneFile via Gale: http://find.galegroup.com/itx/infomark.do?&c ontentSet=IACDocuments&type=retrieve&tab ID=T002&prodId=ITOF&docId=A128061901 &source=gale&userGroupName=viva vcu&version=1.0 </li></ul>
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