Toward a Definition of Quality Inclusion

Buysse, Virginia; Skinner, Debra; Grant, Sheila

doi:10.1177/105381510102400208

Cited by 32 publications

(4 citation statements)

References 31 publications

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“…As was reasonably expected, in this study, the teachers who had previous teaching experience with any kind of disabilities in inclusive settings (a public school setting) had more positive perspectives than teachers who had no previous teaching experience with any kind of disabilities in inclusive settings. This result supports previous studies in this regard (Avramidis et al, 2000;Buysse, Skinner and Grant, 2001;Thousand, Meyers and Nevin, 1998). Thus, this finding emphasised that the variable of previous teaching experience with any kind of disabilities in inclusive settings was related to teachers' perspectives on inclusive education.…”

Section: Discussionsupporting

confidence: 92%

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Alquraini

2012

Research in Spec Educ Needs

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In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.

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Section: Discussionsupporting

confidence: 92%

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Alquraini

2012

Research in Spec Educ Needs

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“…Parents of children with special needs report challenges in finding childcare with which they are comfortable and may compromise on childcare choices more than parents of children who do not have special needs (National Association of Child Care Resource and Referral Agencies, 2008). Parents of children with special needs are also more likely to prioritize structural aspects of care than parents without children with special needs (Buysse, Skinner & Grant, 2001; Glenn-Applegate, Justice, & Kadaravek, 2016). For example, parents who are aware of the time-intensive needs of their children’s disability may be particularly concerned about higher child-to-caregiver ratios, but unable to find a childcare center with a lower ratio.…”

Section: Discussionmentioning

confidence: 99%

Childcare Type and Quality Among Subsidy Recipients With and Without Special Needs

Sullivan

Farnsworth

Susman-Stillman

2018

Infants &Amp; Young Children

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Low-income children, particularly those with special needs, may have limited access to high quality early care experiences. Child care subsidies are intended to increase families' access to quality care, but little is known about subsidy use by children with special needs. Using a nationally representative sample of 4,000 young children who participated in the Early Childhood Longitudinal Study - Birth Cohort, we examined the types and quality of childcare received by children with and without special needs who came from subsidy eligible families. We also investigated the extent to which subsidy use and child and family sociodemographic characteristics predicted care type and quality among young children with special needs who used childcare subsidies at nine months, two years, and four years. Findings indicated that subsidies increased the use of non-parental care, mainly center-based care, as well as home-based care to a lesser extent among children with special needs relative to peers without special needs and relative to peers with special needs who did not use subsidies. However, use of subsidy did not consistently result in families with children with special needs accessing higher quality care. Sociodemographic characteristics of children, families and their context were differentially predictive of type and quality care. We discuss implications for practice and policy to foster quality early care and education of young children with special needs who are receiving subsidies.

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“…Practice self-esteem, confidence, and happiness as well as reshaping their own expectations of their child's ability to develop and learn with others (Buysse, Skinner, & Grant, 2001).…”

Section: Research Evidence and Related Resources Guidingmentioning

confidence: 99%

Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations

2015

The American Journal of Occupational Therapy

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When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006). Occupational therapists are responsible for all aspects of occupational therapy service delivery and Occupational therapy assistants deliver occupational therapy services under the supervision of and in partnership with an occupational therapist (AOTA, 2014a).

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Toward a Definition of Quality Inclusion

Cited by 32 publications

References 31 publications

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi

Childcare Type and Quality Among Subsidy Recipients With and Without Special Needs

Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations

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