Training, experience, and child care providers’ perceptions of inclusion

Abstract

Teachers’ perceptions, attitudes, and beliefs have been shown to affect their behavior. This study investigated center- and home-based child care providers’ perceptions of inclusion-related needs and barriers and (a) the providers’ participation in disability-related training, and (b) their current experience working with children with disabilities. A mailed survey was used to gather demographic data, information on training and experience, and to rate a list of needs and concerns. Younger and African American caregivers working in center-based programs were more likely to attend training and serve children with disabilities. Participating in training and serving children with disabilities was positively associated with caregivers’ perceptions of needs and barriers, but not with child care providers’ attitudes. Results indicate that program and provider characteristics are related to participation in disability-related training and serving children with disabilities that, in turn, are related to perceptions of needs and barriers. Further investigation of the mechanisms associated with training and its influence on attitudes, beliefs and practice of parents and special education teachers, as well as child care providers is indicated.