Inclusion of young children with special needs in early childhood education: The research base

Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

“…Substantial numbers of preschool children with disabilities are wellaccepted by classmates, with acceptance reflected in positive peer ratings and social interactions (Odom et al, 2006). These children are likely to reap many developmental benefits of inclusive settings, including benefits related to social and communicative competence (Odom & Diamond, 1998).…”

Participation and activity performance of students with cerebral palsy within the school environment

“…In such settings, children with special educational needs can achieve the fullest educational progress and social integration. Although children enrolled in inclusive settings are more likely to have mild or moderate disabilities, concern has been expressed that the potential benefit of inclusion for children with severe disabilities, such as cerebral palsy, has not been examined adequately in the literature [12].…”

Sociology of Special Education: Teacher’s Support and Student’s Performance

“…Researches also indicate that positive attitudes towards inclusion which only inclines to increase the further an individual for the actual implementation of inclusive practices (Barngrover-1971 24 , Horne-1983 25 , Odom& Diamond-1998 26 ) and that secondary teachers are less positive about inclusion than elementary teachers (Gickling& Theobald -1975 27 ; Feden&Clabaugh -1986 28 , Slavin et al -1989 29 ). Despite the primary findings of this study,the classroom teachers have mostly negative perceptions of inclusion, the question-by-question analysis of the parameters of four central issues revealed that there was inconsistent positive evidence that could maintain a positive learning environment.…”