Inclusion Of Young Children Research Articles

Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye

ABSTRACT Inclusion has been recognised as an educational practice to support development and learning of children with disabilities in general education settings in Türkiye since 1980s. Numerous studies have examined the attitudes of various stakeholder towards inclusive education. However, there is limited research examining early childhood school administrators’ attitudes towards inclusion. The purpose of this study was to investigate attitudes of Turkish early childhood school administrators towards inclusion of young children with disabilities and factors that may impact their attitudes. A total of 267 school administrators completed an online questionnaire. Findings showed that early childhood school administrators possess moderately positive attitude towards inclusion of young children with disabilities in their schools. Variables including gender, education, administrative role and location of school predicted administrators’ attitudes; female administrators, those with a bachelor’s degree in early childhood education, principals rather than assistant principals; and those who worked in urban schools had more favourable attitudes. Moreover, early childhood school administrators’ attitudes towards inclusion were found to be closely related to their values in relation to diversity and equity, beliefs regarding parental, community and system-level support for inclusion and previous positive inclusive experiences, professional development and training on inclusion and leadership skills. Implications for future research and practice are discussed

Children as experiencers: Increasing engagement, participation and inclusion for young children in the museum

This research aimed to evaluate young children’s engagement, participation and inclusion within a city museum by utilising observations and semi structured interviews with children and families. Both groups requested more interactive exhibits, sensory experiences, making and doing activities and role play opportunities. In this article, we argue for increased visibility of children’s ‘intangible heritage’ (Brookshaw, 2016) and opportunities for responding which make links with children’s lives contemporarily. We further argue that museums should view children as experiencers rather than learners.

Life‐history research with children: Extending and enriching the approach

AbstractThis article explores the life‐history research approach, outlining its key aims and traditions. It suggests that what is often missing from life‐history research is the inclusion of young children as life‐history participants. This paper considers some innovative means for constructing children's life‐histories across 5 years of their primary schooling in Britain. These include interviews based on activities, games, role‐play, pictures and filming, and photography. The article concludes by narrating a short life‐history of one child who is a participant in our life‐history study of 23 ‘lower‐attaining’ children. To close, I consider the critical role of life‐history research in highlighting social injustice.

Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program

AbstractWay to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland’s early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

AbstractAlthough international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.

Okul Öncesi Eğitim Öğretmenlerinin Kaynaştırma Eğitiminde Yeterliliklerini Artırmaya Yönelik Geliştirilen Hizmetiçi Eğitim Programının Etkisi

The aim of this study is to determine the effects of in-service education program (INSEP) that is developed for increasing the competences in the inclusive education of the pre-school education teachers (PSETs), on their knowledge level and self-efficacy perceptions, and on the satisfaction of the teachers with regard to the program. The pretest-posttest control group design was used in the study. The independent variable of the study is the INSEP that is applied to the control group. The dependent variables are the knowledge level and self-efficacy perception level of the teachers in the both group of inclusive education. The participants of the study consist of 35 pre-school teachers. The data of the study are collected through Information Form, Inclusive Education Information Test (IEIT), scale of “Teacher Efficacy for the Inclusion of Young Children with Disabilities (TEIYD) and INSEP Satisfaction Questionnaire. The analysis of the research data is performed by using SPSS 16.0 program. The data is received through IEIT and TEIYD , and analyzed through Dependent Sample t-test; and the satisfaction levels of the teachers are analyzed descriptively. In this study the INSEP is applied which aims to develop the competences of the PSETs’ towards inclusion. As a result of the application, it is found that while there is no significant difference between the pre-test scores of the experimental group and control group (p>0.05); a significant difference is found between the post-test scores (p<0.05). Towards the effect of the applied INSEP on the self-efficacy perception of the teachers on inclusion, it is found that there is a significant difference between the post-test scores of the experimental and control groups ( t (33) = 6.283, p=0.000). At the same time, it is determined that the teachers have positive view towards the applied INSEP .

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.

Parent and Professional Perceptions of Inclusion in Childcare

Many families seek quality, inclusive care for their young children with disabilities. A key to successful inclusion is understanding the needs of families and professionals who serve them. This review examined literature about the inclusion of young children with disabilities in childcare programs and collaboration among early childhood professionals from the perspectives of parents and professionals. Twenty-five studies were selected through searches of online databases, leading researchers, and journals on the topic. Study participants included childcare providers across all program types, special educators, specialized therapists, and parents. Topics addressed included professionals' experiences of inclusion and collaboration, factors that influenced these experiences, quality of care for young children with disabilities, and parental decisions regarding childcare. The results indicated that more research is needed specific to infants and toddlers with disabilities in childcare settings as well as the experiences of parents and providers. This greater understanding would bridge the gaps between policy, research, and practice.

A Conceptual Model to Support Integrated Early Intervention Practice for Children with Disabilties

Background: Early Intervention (EI) for infants and prechoolers with disabilities is seen as essential in ameliorating the impact of the impairments on their development. Providing integrated, family-centred, culturally appropriate and socially inclusive EI services is complex. Presently the Irish Health Service Executive is reshaping the style and delivery of these services. These changes need to be informed by evidence and underpinned by concepts which are grounded in praxis. This research aimed to build a model of faciliating and hindering constructs, from multiple perspectives, to support integrated care for EI service delivery. Methods:The research used a qualitative case study research design to coordinate the data from multiple perspectives. Multiple methods were used to understand the phenomenon such as interviews, autophotography and observations. Grounded Theory1 provided clear procedural steps for data collection and analysis. Results: Participants included young children with disabilities (n=5), parents (n=6) and professionals (n=17) from one EI team. This EI team was part of a bigger non-government organisation providing an EI service for children, aged from birth to five years, with intellectual disability. The child and parent participants were from different families. All families were nuclear families. In total, 31 in-depth interviews and two observations were undertaken and data were collected and interpreted in a coherent, systematic and rigorous way. Results: A complex model, Synergistic Interdependent Relationships in EI, emerged which is a synthesis of different theoretical approaches. The study indicates that the relationships within EI are interdependent. There is a balancing act between the different influences within the relationship: each person, dependence, investment, alternative services, comparison, interaction process, and relationship stages. The outcomes of the relationship can be understood in terms of rewards and the costs. Discussions: This study is timely and provides a new and unique model of process constructs for EI practice. It supports and recognises the inclusion of young children with disabilities within the data collection process adding a holistic approach to EI research. It advances thinking and creates synergy across different theoretical frames grounding social exchange theory and interdependence theory within EI praxis. Conclusions:There is a need; to understand how rewarding and enabling intervention is to all involved in the relationship, to consider the goal of the partnership as one where the rewards exceed the costs, and to balance the system influences and the people influences within the relationship. The conceptual model can be used as tool to faciliate best practice in EI service provision. Lessons learned: Involving children with disabilities to share their voice was challenging and the researcher explored ways to facilitate their participation. Limitations: The case study was based on one team in a particular cultural environment. However clear explanation and transferability were the goals, with the substantive theory being the researcher’s interpretations of the participants’ perspectives. Suggestions for future research: Test the substantive theory with other EI teams in order to develop a formal theory.

Research on university students' related variables about inclusion of young children with disabilities

Research on university students' related variables about inclusion of young children with disabilities

Preschoolers' perceptions of neighborhood environment, safety, and help-seeking

Studies that focus on children's safety and well-being often focus on neighborhoods as the unit of analysis, as it is within these geographic confines that children spend much of their time. Such studies have shown that neighborhoods directly and indirectly influence children's safety and well-being. Much of this research has focused on census data and/or caregivers' perceptions of neighborhood characteristics. Less attention has been given to the neighborhood experiences and perceptions of children themselves, especially young children. The current study utilized two techniques for interviewing pre-schoolers (aged 4 and 5): individual interviews incorporating drawing and focus groups integrating a story and a puppet. The current study highlights the important of incorporating children's perceptions and offers new measures of doing so. In the current study, very young children were put in the center of the exploration and the findings stress that children's experiences in their neighborhood were geographically limited. They talked about their homes, preschools, and the playground. In part, this finding may be indicative of the lack of child-friendly spaces and resources for children in the neighborhood. In addition, the current study shed a light into children understanding and ability to discuss safety and help seeking, which are key concepts to any future planning of prevention and intervention efforts with children. Delve into the individuals to whom children said they turned for help revealed extremely limited list of family members, which raises concerns about the support networks available to the children and their families. This study suggests that the inclusion of young children's perspectives may facilitate programs and initiatives aimed at improving their safety and well-being by identifying sources of protections and threat from children's own perspectives.

Early Childhood Inclusion in Turkey

Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in natural environments. The current definition of inclusion provided in special education laws developed in Turkey aligns with the definition of inclusion provided in the contemporary literature. However, implementation of inclusive practices in early years is still in its early stages and baby steps are taken to develop more comprehensive system of special education and inclusive practices. The purpose of this article is 4-fold: (a) to describe Turkish special education laws and regulations that support inclusive education and teaching in natural environment; (b) to summarize current inclusive practices in early childhood in Turkey; (c) to summarize and synthesize the available research on early childhood inclusion in Turkey; and (d) to discuss challenges and suggestions for future directions to enhance early childhood inclusion in Turkey.

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

ABSTRACTInclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.

Young Children as Active Citizens in Local Government: Possibilities and challenges from an Australian perspective

Despite considerable research and discussion regarding children and young people’s rights and citizenship, the participation of young children in community decision-making is still limited. In this exploratory research, a case study is reported on how ideas about young children as active citizens are interpreted within one local government context. Data were collected and analysed from nine local government staff who completed an online survey. The survey focused on issues with respect to: services and programmes for young children; inclusion of young children in local government policies and plans; how local government defines active citizenship; how children could participate as active citizens; and an open-ended question regarding the avenues and possibilities for young children to express their opinions and be involved in local government decision-making. The findings suggested that while older children and adolescents may be involved in consultation processes, this local government did not have effective mechanisms for enabling young children to readily participate in their communities as active citizens. The conclusions offer some ideas about the possibilities for change. In particular, greater collaboration between local government and early childhood education programmes is important if young children are to be equipped and involved in the local government decisions affecting them.

Supporting Young Children with Disabilities

What do we know about young children with delays and disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying children with delays and disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several challenges. First, even though eligibility is based on 14 disability categories listed in the law, each state determines its own criteria for those conditions. Second, young children—especially those with disabilities—are hard to assess. Third, deciding where to draw the line for eligibility along a continuum of functioning is a matter of policy rather than science. In recent decades, the authors note, the concept of disability has been moving away from a medical model that sees disability as an impairment that resides in the child and toward a framework that emphasizes children’s functioning and interaction with their environments. The authors review effective ways to support development and learning among young children with disabilities, including language and social skills interventions, preschool curricula, instructional and other practices, and multi-tiered systems of support. Then they examine a critical policy issue: the inclusion of young children with disabilities in regular education classrooms. One critical finding is that high-quality instruction in general education classrooms is a major factor in good educational outcomes for children with disabilities, and for their successful inclusion from preschool to third grade. Moreover, improving the quality of general education benefits all children, not just those with disabilities. Hebbeler and Spiker also examine what we know about the transitions young children with disabilities make from one setting to another—for example, from prekindergarten to kindergarten. Here they conclude that we need far more research if we’re to understand what makes such transitions successful.

Zooming In and Out: Exploring Teacher Competencies in Inclusive Early Childhood Classrooms

ABSTRACTThis study explored issues of social inclusion for young children with disabilities through a systematic reanalysis of six preschool case studies focusing on strategies that teachers used in daily practice. Our analysis process entailed a reexamination of classroom observations and teacher inquiry data, focusing back and forth between the “micro” issues of everyday practice and the “macro” issues of inclusion as social justice. Through this process, the authors articulated a set of six overarching teacher competencies and their connection to “big ideas” about inclusion. The findings speak to a growing need within educational settings to move beyond narrow conceptions of ability and disability to take a transformative stance that supports diversity and community for all learners.

Federal Agencies Promote High-Quality Inclusion for Young Children With Disabilities

Federal Agencies Promote High-Quality Inclusion for Young Children With Disabilities

Inclusion of Young Children With Disabilities in South Korea: Current Status and Challenges

Inclusion of children with disabilities in early childhood care and education settings improves learning and socialization outcomes for all children. In recent decades, many countries have begun to promote inclusion in school and child care settings, although most are suffering from a lack of trained special education professionals, long-held stigmas, and (in some cases) lack of political will. In this article, the authors give a brief history of special education and care in South Korea, outline some of the actions the government has undertaken to promote inclusion of all learners, and identify some of the remaining challenges to full participation of students with disabilities in national schools and child care centers.

Supporting Inclusion Through Technology-Enhanced Knowledge Networks

Abstract This article shares social media strategies for using a particular approach–knowledge networks–to integrate the best available research with family and practitioner wisdom and values in order to develop socially valid, evidence-based products to support the inclusion of young children with disabilities. Three examples are provided to illustrate the application of specific social media tools for developing and supporting knowledge networks. Lessons learned from the examples and implications for how others may use social media to support knowledge networks are discussed.

“We know what to say—do we know what to do?” Confronting the disconnection between legislation, policy, and practices for inclusion of young children with disabilities

“We know what to say—do we know what to do?” Confronting the disconnection between legislation, policy, and practices for inclusion of young children with disabilities