Preschoolersʼ Ideas About Disabilities

Diamond, Karen E.; Huang, Hsin‐Hui

doi:10.1097/00001163-200501000-00005

Cited by 40 publications

(28 citation statements)

References 25 publications

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“…Research suggests that typically developing children (a) make similar developmental gains in regular and inclusive preschools (Odom, DeKlyen, & Jenkins, 1984), (b) actively engage in classroom activities in inclusive settings (Brown et al, 1999), and (c) develop friendships in inclusive settings (Odom et al, 2006). In addition, it appears that participation in inclusive programs may positively affect typically developing children's knowledge and attitude about disabilities (Diamond & Huang, 2005).…”

Section: All Children May Benefit From Inclusionmentioning

confidence: 99%

Inclusion for Young Children With Disabilities

Odom

Buysse

Soukakou

2011

Journal of Early Intervention

259

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Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of quality and Response to Intervention (RTI), are discussed. In addition, factors that may affect early childhood inclusion in the future are summarized.

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Section: All Children May Benefit From Inclusionmentioning

confidence: 99%

Inclusion for Young Children With Disabilities

Odom

Buysse

Soukakou

2011

Journal of Early Intervention

259

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“…During the lifetime of this study, many new studies focusing on disabled children's social interaction with peers have shown that disabled children often become marginalised (Bjarnarson, ; Brunnberg, ; Diamond and Tu, ; Naraian, ; Ottosen and Bengtsson, ; Sagen, ; Söderstrøm and Ytterhus, ; Wästerfors, ). Cross‐sectional data dominate and the studies have focused on different topics including developing children's attitudes towards their disabled peers (Diamond and Huang ), siblings’ everyday life (Connors and Stalker, ), the connection between identity construction and participation of classmates (Naraian, ), the school's capacity to make disabled children's civil rights a reality (Sagen, ), and disabled children's use of ICT as a social media (Söderstrom and Ytterhus, ; Wästerfors, ). A few longitudinal studies have been conducted (Preisler, ; Ytterhus and others, ).…”

Section: Introductionmentioning

confidence: 99%

Everyday Segregation Amongst Disabled Children and Their Peers: A Qualitative Longitudinal Study in Norway

Ytterhus

2012

Children & Society

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This article is based on a qualitative longitudinal study of children's changing peer relationships through childhood, with particular emphasis on experiences of disabled children. Initial observation of face‐to‐face‐encounters among children in school made us aware of social inclusion and exclusion mechanisms relating to informal interaction rules negotiated and practiced by children. Through qualitative longitudinal fieldwork, these rules were identified, and our understanding of them developed, as changing social structures during childhood. Children not able to identify the nuances, signs and symbols in these rules become marginalised. Intellectually impaired children struggle to grasp the nuances without support, and their challenges increase with age. As the young people reached teenage years, children with mobility difficulties were more successful in adapting to the ways interaction rules developed. Their practical problems relating to time and space decreased over the course of their childhood.

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“…Research examining inclusive preschool settings has identified that while children with disabilities are included in play interactions, these exchanges are not as frequent for children with disabilities, compared with their typically developing counterpart (Odom et al, 2006). While research articulating possible inclusion strategies for childcare centers is available (Cavallaro, Haney, & Cabello, 1993;Diamond & Haung, 2005;Hanline, 1999;Sheldon, 1996), no researchers have undertaken a comprehensive review of literature examining appropriate inclusion strategies for children with physical disabilities in the preschool setting.…”

mentioning

confidence: 99%

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

Crawford¹,

Stafford²,

Phillips³

et al. 2014

Physical & Occupational Therapy In Pediatrics

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The purpose of this integrative review was to examine strategies that facilitate inclusion in play among children with physical disabilities in childcare centers. Nine databases were systematically searched for peer reviewed empirical studies investigating inclusion strategies for play in childcare settings among preschoolers with physical disabilities. Nine studies met the inclusion criteria and were appraised using the McMaster Critical Review Forms. The inclusion approaches identified were grouped into relevant strategies during analysis. Two main strategies were identified: role of the adult facilitator and environmental factors. substrategies within the role of the adult facilitator included: customize approach for specific child's needs; adult facilitator self-awareness of presence; prompting and praise; and promote fairness, equity, and play interaction. Substrategies within the environmental factors included: physical setting; type of toys; and type of play activity. The findings suggest play inclusion strategies in the childcare environment. Therapists are encouraged to apply inclusion strategies to improve play opportunities for children with disabilities, but future research is necessary to confirm the effectiveness of these strategies using higher quality study designs.

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Preschoolersʼ Ideas About Disabilities

Cited by 40 publications

References 25 publications

Inclusion for Young Children With Disabilities

Inclusion for Young Children With Disabilities

Everyday Segregation Amongst Disabled Children and Their Peers: A Qualitative Longitudinal Study in Norway

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

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