The Role of the State Department of Education in Promoting Integrated Placement Options for Preschoolers

Abstract

This article summarizes a qualitative research study sponsored by the Virginia Department of Education. Recommendations to the department to promote more opportunities for preschool integration were elicited from focus group and individual interviews with representatives from 11 Virginia school divisions that were providing integrated preschool programs. Recommendations included the provision of written information, staff development, changes in current personnel preparation, financial support, and state-level actions that emphasized interagency coordination. The Department of Education used these recommendations to develop and implement a systematic plan to influence the initiation and ongoing success of integration at the preschool level. A discussion of this plan and its applicability to systems-change efforts in other states is included.Preschool integration means supporting preschoolers with disabilities in a variety of educational settings with same-age peers without disabilities. Although the literature clearly identifies the legislative, philosophical, and empirical arguments favoring educational integration, as well as documents repeated demonstrations in the past decade that these programs can be implemented effectively (Guralnick, 1990), integrated preschool programs continue to be the Address:

Teachers' Views Concerning Individualized Intervention and Support Roles Within Developmentally Appropriate Preschools

“…In the present study, a majority of preschool teachers indicated that an early childhood special education teacher (71%), an early childhood or preschool teacher (59%), or a teaching assistant who was jointly supervised by preschool classroom and special education teachers (59%) could appropriately provide specialized one-to-one intervention recommended for a preschool child with disabilities, in addition to intervention which occurred in preschool activities or at home, if they received appropriate training or support. The importance of the availability of training and support is frequently mentioned as a key to successful inclusive programs (Bennett, Deluca, & Bruns, 1997;DEC, 1993;Harvey, Voorhees, & Landon, 1997;McDonnell et al, 1997;Wolery, Werts, Caldwell, & Snyder, 1995). Unfortunately, recent surveys indicate that such support is all too frequently unavailable in preschool programs (Gemmell-Crosby & Hanzlik, 1994;McDonnell et al, 1997;.…”

Key Influences on the Initiation and Implementation of Inclusive Preschool Programs

“…Among their concerns were adequate provision for traine ing and willingness of key staff members and community advocates (especially parents) to adopt the innovation and integration of program philosophies from the early childhood and special education programs. Harvey, Voorhees, and Landon (1997) also studied factors that contributed to the development of inclusive preschool programs in Virginia. Using focus groups of key stakeholders-early childhood education administrators and teachers, early childhood special education administrators and teachers, parents of preschoolers with disabilities, and university faculty members who were collaborating with these programs, they asked the groups to identify concerns and issues surrounding the creation of inclusive programs.…”