A Comparison of Specialized and Mainstreamed Preschools from the Perspectives of Parents of Handicapped Children

Turnbull, Ann P.; Winton, Pam

doi:10.1093/jpepsy/8.1.57

Cited by 31 publications

(10 citation statements)

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“…Previous research indicates that the transition from preschool to elementary school can be stressful for both parents and child (e.g., Turnbull & Winton, 1983;Winton & Turnbull, 1981;Zigler, 1985). In a recent study, Johnson et al (1986) interviewed parents of young children with handicaps, approximately 4 months after their children's transition from a special education preschool to an elementary school.…”

Section: Discussionmentioning

confidence: 99%

Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program

Fowler

Chandler

Johnson³

et al. 1988

Journal of the Division for Early Childhood

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Two Transition Planners, containing rating scales and open-ended questions, were developed to assist parents in planning their child's transition to elementary school. Parents of children beginning their final preschool year rated the importance of items to identify family and child transition-related needs, levels of family involvement in transition planning, and areas of both family and school responsibility. Rated very important were the parents' opportunities to participate in planning and selecting the next program and their receiving descriptions of potential programs. Parents also agreed on the importance of several teacher characteristics. Open-ended questions revealed individual differences among parents, such as specific skills that parents wanted children to work on prior to transition and ways in which schools could make the transition easier for the family.

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Section: Discussionmentioning

confidence: 99%

Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program

Fowler

Chandler

Johnson³

et al. 1988

Journal of the Division for Early Childhood

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show abstract

“…Mothers were the respondents in all but one case, in which the child's legal guardian was interviewed. The questionnaire administered was a modification of one developed and used in a previous research study on parent perspectives of preschool programs (Winton & Turnbull, 1981;Turnbull & Winton, 1983). The construction of the original questionnaire was based on indepth interview data from parents of handicapped children regarding their assessment of the needs of their child, the benefits of preschool programs, and the corresponding drawbacks.…”

Section: Methodsmentioning

confidence: 99%

Expectations for and Satisfaction with Public School Kindergarten: Perspectives of Parents of Handicapped and Nonhandicapped Children

Winton¹,

Turnbull

Blacher

1985

Journal of the Division for Early Childhood

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Equal numbers of parents of handicapped (n = 50) and nonhandicapped (n = 50) children from mainstreamed public school kindergarten classrooms participated in a telephone interview regarding their children's kindergarten programs. Results indicated group differences between parental expectations for and degree of satisfaction with their children's programs but similarities in views on parent involvement. Parents of handicapped children varied more regarding what they wanted for their children than did parents of nonhandicapped children. Furthermore, what parents of handicapped children wanted did not correspond to what they received. Parents in both groups were similarly satisfied with the extent to which the kindergarten had met their needs as parents. Regardless of their children's conditions, parents emphasized the importance of communicating frequently with their children's teachers. Parents also indicated that kindergarten programs may be doing a better job meeting the needs of nonhandicapped children than of handicapped children, because teachers lack specific training. 0 Since schools in most states are obligated to serve kindergarten handicapped children in integrated settings (Stafford & Rosen, 1981), it is important to look closely at the impact of this placement on both handicapped and nonhandicapped children and on their families. More information is needed on the demands and expectations of the kindergarten classroom and the expectations and needs of handicapped children and their families.

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“…Regarding the parents of children with disability, in early research studies on inclusion, it was already clear that parents recognized remarkable advantages of inclusion compared with institutionalization (12)(13)(14)(15). They maintained that included settings offered the student with disability more frequent occasions for cognitive development, more significant experiences of the real world, and the opportunity to gain advantages from relationships with peers with typical development (16). It can now be said that parents of children with disability are today aware of the advantages an included setting can offer their children.…”

Section: The Role Of Parents In School Inclusionmentioning

confidence: 99%

Facilitating school inclusion

Nota¹,

Ferrari²,

Soresi³

2006

International Journal on Disability and Human Development

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Inclusion implies the overcoming of sociocultural prejudices and marginalizing social barriers and the solution of technical, organizational, educational, and rehabilitation problems. For inclusion to happen, it is necessary to realize efficacious programs capable of significantly improving the situations of individuals that need help, but also for changing the attitudes stirred up by their presence within the social context. Research studies showed that when parents of disabled children start to experience the advantages of school inclusion, they also start to have consistently more positive attitudes to this condition than parents of children in special education schools. Also significant is the role of parents of non-disabled children, their attitudes seem able to characterize their children's attitudes, mediating, and facilitating the inclusion. As to teachers, although they do show agreement on the value of inclusion, they also tend to lament a number of difficulties does not by itself produce satisfactory interactions with peers. The efforts of researchers and professionals aiming at decreasing perplexities and increasing competencies should be channelled the task of implementing inclusion. Their action should also focus on guaranteeing the collaboration of the school children without disability and their parents, that is to say those individuals that can have a role of mediation and facilitation tlo inclusion

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A Comparison of Specialized and Mainstreamed Preschools from the Perspectives of Parents of Handicapped Children

Cited by 31 publications

References 0 publications

Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program

Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program

Expectations for and Satisfaction with Public School Kindergarten: Perspectives of Parents of Handicapped and Nonhandicapped Children

Facilitating school inclusion

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