Inclusion in a Childcare Context

Abstract

This study examines the experience and attitudes of 189 family childcare providers regarding their willingness to care for children with disabilities. Providers who had experience caring for children with disabilities were more likely to report a willingness to care for them in the future. Differences in reported services and supports needed to care for children with disabilities, as well as explanations for unwillingness to care for children with disabilities, were examined for those with and without experience in caring for children with disabilities. Family childcare providers who were not willing to care for children with disabilities indicated three primary barriers: a lack of knowledge about disabilities, the limitation that caring for a child with a disability would impose on caring for other children, and the need to purchase special equipment. Finally, general attitudes concerning inclusion were compared for providers who had and had not had experience in caring for children with disabilities.

Parents’ Perceptions of Child Care for Children with Disabilities

“…Buell et al (1999) report that providers who were not willing to work with children with disabilities felt that they did not have the knowledge-base or expertise to work with children with disabilities, were concerned about meeting the needs of typically developing children, or felt they would incur additional expenses if they cared for children with disabilities. Thus, families with children with moderate to severe disabilities found it difficult to acquire and maintain child care services.…”

“…In the Buell et al (1999) study, more than half of the providers surveyed had experience in caring for children with disabilities and almost half of them (47%) were willing to work with children with disabilities. The providers who refused to admit children with disabilities did so for three reasons: a lack of knowledge, concern for the welfare of typically developing children in the group and the fear of expenses for special equipment.…”

eLearning Technology: The Empowered Flashcard in Teacher Training

“…With the legal obligation of positive behavioral support as stated in IDEA 2004 (Individuals with Disabilities Educational Improvement Act), educators must take appropriate steps to address behavior that interferes with student learning. Consequently training in behavior management has become one of the most critical components in any teacher preparation program [4].…”