Parent and Teacher Perceptions of Outcomes for Typically Developing Children Enrolled in Integrated Early Childhood Programs

Abstract

We conducted a survey of 125 parents and 95 teachers currently involved in programs integrating children with disabilities into regular preschool and kindergarten classes. In contrast to the predominance of earlier research on mainstreaming and social integration which has focused mainly on children with disabilities, the focus of this study was on outcomes of this arrangement for typically developing children. Results indicated that both parents and teachers of typically developing children perceived important benefits accruing to these children as a result of their involvement in the integrated program. The data further indicated that common concerns about potential drawbacks to integration, such as reduction in teacher attention to typically developing children, were not generally perceived as problems in these programs. These results are discussed in terms of their implications for broadening the rationale for integrated programs to include more focused consideration of the potential benefits of mainstreaming for all children.

Construction of questionnaire for kindergarten teachers about the attitudes towards inclusion of children with disabilities

“…Inkluzija je termin koji ima univerzalnu vrijednost i može se povezati s izjednačavanjem, nepristranim tretmanom i pravima osobe da demokratski dijeli izvore u nekoj zemlji, i to: političke, obrazovne, ekonomske i socijalne (Bezuk-Jakovina, 2002). Obrazovna inkluzija ovisi o edukacijskim i socijalnim vrijednostima kao i osjetljivosti za individualnu vrijednost (Peck, Carlson & Helmstetter, 1992). Odsustvo jasnih kriterija pri realiziranju inkluzivnog obrazovanja pomaže da svake godine redovni odgojno-obrazovni sustav napušta ili ne može niti prihvatiti veliki broj djece koja imaju teškoće u razvoju.…”

“…Odsustvo jasnih kriterija pri realiziranju inkluzivnog obrazovanja pomaže da svake godine redovni odgojno-obrazovni sustav napušta ili ne može niti prihvatiti veliki broj djece koja imaju teškoće u razvoju. Djelotvorno inkluzivno obrazovanje ovisi i o odgojno-obrazovnom sustavu i o stavovima odraslih prema djetetu s teškoćama u razvoju te stavovima prema inkluziji djeteta u redoviti sustav predškolskog odgoja i obrazovanja (Peck, Carlson & Helmstetter, 1992).…”

“…Osim toga, odgojitelji imaju umjereno pozitivne stavove prema inkluziji, smatrajući da djeca bez teškoća u razvoju mogu "profitirati" od djeteta koje je u inkluziji unutar redovite odgojne grupe dječjeg vrtića (Peck, Carlson & Helmstetter, 1992).…”

Obstacles à l’inclusion scolaire des enfants d’âge préscolaire ayant des besoins spéciaux

“…Or, les attitudes negatives representent un obstacle a l'inclusion (Peck, Carlson & Helmstetter, 1992 ;Stoiber, Gettinger, & Goetz, 1998 ). Les commentaires recueillis confmnent l'utilite d'intensifier l'action des professionnels en vue de mettre en place un environnement positif et ouvert.…”

Current Practices with Young Children Who Have Disabilities: Placement, Assessment, and Instruction Issues

“…Attitudes about integration occur on many dimensions, such as attitudes of parents with and without children who have disabilities about integration, attitudes of teachers and administrators about integration, attitudes of teachers and administrators about parents of children with disabilities, and attitudes of children with typical development about their peers with disabilities (Stoneman, 1993). Generally, parents of children with and without disabilities are disposed positively toward integration, although studies show variable results (Bailey & Winton, 1987;Peck, Carlson, & Helmstetter, 1992). In a national survey, about 28% of faculty members who prepare general early educators listed objections of parents, teachers, and administrators (i.e., negative attitudes) as a barrier to mainstreaming (Wolery, Huffman, Holcombe, et al, in press), but less than 10% of the general early childhood educators in a similar national survey listed these objections as a barrier (Wolery, Huffman, Brookfield, et al, in press).…”