Quality in Inclusive Preschool Classrooms

Abstract

Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher-child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher-child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher-child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children.Article:

Swiss Children's Moral and Psychological Judgments About Inclusion and Exclusion of Children With Disabilities

“…However, contact with children with disabilities may not be the only difference in the experience of children within inclusive and noninclusive classes. For example, research has revealed that children from inclusive preschool classrooms, compared to children from noninclusive classrooms, experienced qualitatively higher levels of interactions with teachers (Hestenes, Cassidy, Shim, & Hegde, ). Thus, inclusive settings may be more likely to provide an emotionally supportive environment, which represents an important condition for children's social adjustment (Murray & Pianta, ).…”

Education Level and Stability As It Relates to Early Childhood Classroom Quality: A Survey of Early Childhood Program Directors and Teachers

“…Additionally, teachers with two years of college achieved significantly higher scores than those with high school diplomas and some college. Recent analyses on this large dataset show a moderate association between teacher education and global quality (r = .29; Hestenes, Cassidy, Shim, & Hegde, 2008).…”

Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

“…Limited research is specifically available on instructional quality for children with disabilities; some research shows that ECSE classrooms exhibit low instructional quality (Buysse, Wesley, Bryant, & Gardner, 1999; Guo, Sawyer, Justice, & Kaderavek, 2013; Pelatti, Dynia, Logan, Justice, & Kaderavek, 2016; cf. Hestenes, Cassidy, Shim, & Hegde, 2008; Spear et al, 2018). Nonoptimal instruction may partially explain results from the Pre-Elementary Longitudinal Study, indicating minimal improvement in the language and literacy skills of preschool children with disabilities (Carlson et al, 2008).…”