The culture of inclusion: Recognizing diversity at multiple levels

Hanson, Marci J.; Wolfberg, Pamela; Zercher, Craig; Morgan, Maria; Gutierrez, Sonya; Barnwell, Deidre; Beckman, Paula J.

doi:10.1016/s0885-2006(99)80032-5

Cited by 32 publications

(32 citation statements)

References 8 publications

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“…Inclusive education has emerged as a promising educational practice for teaching young children with significant disabilities (Beckman et al 1998;Cole, Waldron, and Majd 2004;Guralnick 2001;Hanson et al 1997Hanson et al , 1998Odom 2002;Rafferty, Piscitelli, and Boettcher 2003;Fisher and Meyer 2002;Ryndak and Fisher 2003;Logan and Keefe 1997). Hunt et al (2004) report on gains in cognitive, language, motor, and social development.…”

Section: Introductionmentioning

confidence: 99%

Interventions in general education for students with disabilities: a systematic review

Reichrath

Witte²,

Winkens³

2010

International Journal of Inclusive Education

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Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them.

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Section: Introductionmentioning

confidence: 99%

Interventions in general education for students with disabilities: a systematic review

Reichrath

Witte²,

Winkens³

2010

International Journal of Inclusive Education

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“…Program quality, specific child characteristics, family goals, professional advice, and receptivity and experience of the educational and program staff are only some of the key issues that enter into the decision process (see Bailey, McWilliam, Buysse, & Wesley, 1998;Hanson et al, 1998). Moreover, a decision to place a child in a fully inclusive program during the early childhood period constitutes an important commitment and often carries the expectation that through advocacy for appropriate services and program accommodations, a child will be able to continue to be fully included in the years ahead (Hanson et al, 2001 This expectation is challenged almost immediately, however, in the transition to the first and second grades, where academic demands increase and peer relationships and social networks become more salient (e.g., Ladd & Kochenderfer, 1996;Perry & Weinstein, 1998).…”

Section: Introductionmentioning

confidence: 99%

Continuity and Change From Full-Inclusion Early Childhood Programs Through the Early Elementary Period

Guralnick

Neville²,

Hammond³

et al. 2008

Journal of Early Intervention

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A large and well-characterized group of children with mild developmental delays initially enrolled in full-inclusion preschool or kindergarten programs was followed for 3 years. Changes in the type of inclusive placements as children transitioned to first and second grades were monitored, and associations between placement type and child and family characteristics were examined. Results revealed a high level of continuity in that most children remained in partial or full inclusion settings over time. However, a substantial reduction in full-inclusion placements occurred between the 2nd and 3rd year when children were completing the transition to first and second grades. Placements in less inclusive settings were associated with children's levels of cognitive and language development but not their adaptive, social, or behavioral characteristics. A hypothesis was put forward that placement in full-inclusion programs during the early childhood years creates a momentum to continue maximum participation in inclusive settings over time. Keywordsearly childhood inclusion; mild developmental delay; continuity and change Prompted by supportive legislation, positive parent perspectives, and numerous other factors, increasing numbers of children with developmental delays now participate in inclusive settings during their preschool and kindergarten years (U.S. Department of Education, 2004). Although the extent of involvement with typically developing children in these early education settings can vary considerably, a major goal has been to provide sufficient supports and services to enable young children to participate fully in typical education settings (Guralnick, 2001c(Guralnick, , 2005b. Indeed, numerous sophisticated strategies are now available to allow children with a wide range of developmental characteristics to be full partners in instructional and social activities in typical early childhood (i.e., full-inclusion) programs (Guralnick, 2001b).The decision to place a child in a fully inclusive setting is a complex one, involving many and often competing factors. Program quality, specific child characteristics, family goals, professional advice, and receptivity and experience of the educational and program staff are only some of the key issues that enter into the decision process (see Bailey, McWilliam, Buysse, & Wesley, 1998;Hanson et al., 1998). Moreover, a decision to place a child in a fully inclusive program during the early childhood period constitutes an important commitment and often carries the expectation that through advocacy for appropriate services and program accommodations, a child will be able to continue to be fully included in the years ahead (Hanson et al., 2001 This expectation is challenged almost immediately, however, in the transition to the first and second grades, where academic demands increase and peer relationships and social networks become more salient (e.g., Ladd & Kochenderfer, 1996;Perry & Weinstein, 1998). Indeed, available evidence suggests that children with developmental...

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“…Quatro destes associaram, à entrevista, o procedimento de observação participante (RAO, 2001;LEBEER;RIJKE, 2003;BAKER;DONELLY, 2001;HANSON et al, 1998) e um associou a gravação em vídeo aos dois outros procedimentos (LEBEER;RIJKE, 2003).…”

Section: Aprofundando a Análise Através Dos Artigos Empíricos -Questõunclassified

“…Análise documental foi realizada em três trabalhos, associada a outros procedimentos (HANSON et al, 1998;BAKER;DONELLY, 2001, ABRANTES-PEGO, 1999. Três artigos trabalharam com questionários enviados pelo correio (PALMER et al, 1998;KASARI et al, 1999;JONES et al, 2001) Para a autora, a busca por palavras alternativas, feita pelas mães, caminha no sentido contrário ao do modelo médico, que freqüentemente se fundamenta em rótulos (diagnósticos), os quais contribuem para o processo de exclusão social.…”

Section: Aprofundando a Análise Através Dos Artigos Empíricos -Questõunclassified

“…Ainda, a presença de deficiências associadas limita a perspectiva da inclusão escolar. Isso parece justificado pelas expectativas traçadas com relação a cada criança, expectativas estas baseadas não só nas características pessoais, mas também nos valores e crenças de cada família e na cultura da escola (HANSON et al, 1998;PALMER et al, 1998 , 1998;GRAVES;TRACY, 1998;YAZLLE, 2001). …”

Section: Discussão Da Revisão Bibliográficaunclassified

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"Inclusão/exclusão social e escolar de crianças com paralisia cerebral, sob a óptica dos profissionais de saúde"

Roriz¹

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AGRADECIMENTOS-À Deus que esteve comigo em todos os momentos -À Maria Clotilde Rossetti-Ferreira e Katia de Sousa Amorim pela orientação segura e paciente. E pela motivação em momentos de cansaço e desânimo, contribuindo não apenas para o meu crescimento científico, mas também pessoal -Ao Jarbas pelo companheirismo de todas as horas. Pelos aplausos em cada etapa ultrapassada e pelas palavras acolhedoras nos momentos difíceis -Aos meus pais, irmãos e avós pela confiança que sempre depositaram em mim -Aos participantes deste estudo (profissionais de saúde, crianças e suas famílias) por tornarem esse trabalho possível e principalmente pela solicitude em nossos encontros -À Profa. Dra. Carolina Funayama, Dr. Marco Antônio Pena e Profa. Dra. Maria do Carmo Caccia-Bava pela disponibilidade e atenção -Aos amigos do CINDEDI por compartilharem destes momentos e contribuírem tão ricamente para o trabalho -Á Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico (FUNCAP) por acreditar e financiar esta pesquisa "Quando olhamos por alto as pessoas, ressaltam as diferenças: negros e brancos, homens e mulheres, seres agressivos e passivos, intelectuais e emocionais, alegres e tristes, radicais e reacionários. Mas, à medida que compreendemos os demais, as diferenças desaparecem e, em seu lugar, surge a unicidade humana: as mesmas necessidades, os mesmos temores, as mesmas lutas e desejos. Todos somos um".(James Joyce) A discussão sobre "inclusão social" ganha crescente relevância na nossa sociedade. Ela trata do respeito às diferenças, dos direitos e da participação igualitária dos cidadãos. A diversidade de pessoas que evoca essa premissa é imensa, decorrente de aspectos étnicos, sócio-econômicos, sexuais e ligados às necessidades especiais. No caso de crianças com necessidades especiais, particularmente daquelas com deficiências, a inclusão abarca sua participação na sociedade em geral e, especificamente, em instituições de educação regular ("inclusão escolar"). Porém, a despeito da criação de leis e regulamentações, os preconceitos, além da não observância de aspectos como capacitação de educadores e acessibilidade física, dificultam a concretização da inclusão. Considerando a relevância e complexidade do problema e, ainda, que esse processo é freqüentemente mediado por profissionais de saúde, traçou-se como meta estudar a inclusão de crianças com Paralisia Cerebral, com foco nesses profissionais. Indagou-se como eles concebem a e participam da inclusão dessas crianças. Foram investigados os vários profissionais que atendiam duas crianças de três anos, em seguimento em serviços de saúde da região de Ribeirão Preto -SP. O corpus para análise foi obtido por entrevistas semi-estruturadas (neurologista infantil, pediatra, médico de saúde da família, enfermeira, fisioterapeuta, fonoaudióloga, terapeuta ocupacional, psicóloga e assistente social), por visita domiciliar às crianças e famílias e por notas de campo. A coleta e análise foram feitas com base na Rede de Significações. As crianças pivôs -Davi e Letícia 1 ...

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The culture of inclusion: Recognizing diversity at multiple levels

Cited by 32 publications

References 8 publications

Interventions in general education for students with disabilities: a systematic review

Interventions in general education for students with disabilities: a systematic review

Continuity and Change From Full-Inclusion Early Childhood Programs Through the Early Elementary Period

"Inclusão/exclusão social e escolar de crianças com paralisia cerebral, sob a óptica dos profissionais de saúde"

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