Inclusive Preschool Programs Research Articles

Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs

The free-play social behaviors of 24 children with special needs in two discovery-oriented, inclusive preschool programs were compared with their typically-developing classmates who were matched by age and sex. Children who, for various reasons, used little or no productive language spent more time in solitary pursuits, seldom initiated interactions and, when they did, used a different entry strategy than any other group. Children who were incapable of independent locomotion were largely dependent on adults for initiating changes in their activities and for social exchanges. Although they received more adult support than children developing typically, perhaps because of limited sample size, children with disabilities who were capable of independent locomotion and displayed sufficient language to make their needs and intents clear did not differ significantly from the children who were developing typically. Adults’ behavior varied according to child condition and activity. From observing a single, 20-minute videotape of free play, naı̈ve observers agreed with our classifications of over 78% of the children.

Demonstration of Classroom Survival Skills in Kindergarten: A five-year transition study of children with intellectual disabilities

Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level.

Key Influences on the Initiation and Implementation of Inclusive Preschool Programs

Inclusion is a challenging educational practice to implement at the preschool level. We interviewed early childhood teachers, related services providers, program directors, and state-level administrators in 18 public schools, Head Start, and community-based programs in four geographical regions across the United States. Interviews were analyzed to determine factors that were facilitators of or barriers to the development of inclusive preschool programs and to describe where inclusion began for each of the programs. Key personnel was the strongest facilitator of inclusion across all programs. Other important influences were the provision of training and external support, holding a shared vision, and the impact of national and state policies.

Participation in Inclusive Preschool Programs and Sensitivity to the Needs of Others

This study examined how children's ideas about a prosocial behavior, helping, are related to their experiences in an inclusive preschool. Thirty three preschool children enrolled in inclusive classes, and 30 children enrolled in early childhood classes for typically developing children only participated in the study. Children's ideas about helping were elicited in interviews. In addition, preschool teachers rated each child's prosocial behaviors. Results revealed that children in inclusive classes received statistically significantly higher helping strategy scores and were statistically significantly more likely to refer to disability in their responses than children in early childhood classes for typically developing children only. These results are consistent with previous work, and suggest that young children are capable of sensitivity to the needs and competencies of children with disabilities. Implications for classroom practice are offered.

Practices of Coteachers in Inclusive Preschool Classrooms

Combined Head Start (HS)-early childhood special education (ECSE) class- rooms are one of several emerging models for inclusive preschool programs; however; few descriptions of coteaching at the preschool level exist. An exploratory study was conducted to begin to identify the practices of HS and ECSE teachers in combined, team-taught classrooms. Two separate observations using an interval recording system were conducted in seven combined HS-ECSE classrooms. The classrooms served between 14 and 20 children, including 4 to 8 children with disabilities. Results indicated that the behaviors of HS and ECSE teachers were fairly similar; with both groups using facilitation rather than direct assistance as their primary teaching method, and redirection rather than discipline to suggest alternative responses to children. Overall, the HS teachers engaged in more teaching behaviors than the ECSE teachers; and the ECSE teachers provided most of the monitoring. Observations also indicated that the coteachers in this study utilized "parallel teaching" and "one teaching, one supporting" models of collaborative teaching. These data provide an initial description of coteaching behaviors in inclusive preschool classrooms. Future research should investigate the relationships of different coteaching styles and child-outcome variables.

Using an Embedding Strategy to Teach Preschoolers with Significant Disabilities

The purpose of this study was two-fold. First, this study analyzed the effects of using response prompting procedures within an embedded skill approach on skill acquisition by 4 preschoolers with significant disabilities. Two target skills were identified from each student's IEP and taught during three preschool activities. A multiple probe across subjects design assessed the effects of the intervention. All students made progress above baseline performance. More importantly, there was consistency in performance of the target skills across at least two of the three activities for all children. Second, the reliability with which paraprofessionals in the preschool setting implemented response prompting procedures was evaluated. Data indicated that the paraprofessionals implemented the procedures with a high degree of accuracy. The impact of embedded skill instruction is addressed, as well as the impact of using non-degreed personnel to teach students with significant disabilities within inclusive preschool programs.

The Effects of an Inclusive Preschool Experience on the Playfulness of Children with and without Autism

This paper describes the results of a program evaluation that was undertaken to assess the playfulness of preschool children with and without autism. The assessment used in the evaluation was the Test of Playfulness (ToP). Children with autism were compared with typically developing preschoolers over the course of one school year. Changes in the playfulness of 6 children with autism labeled “high functioning” and 8 typically developing classmates in one inclusive preschool program were compared with those of 12 typically developing children enrolled in a non-inclusive program. Data analyses revealed no differences in ToP scores from the beginning to the end of the school year for 8 of the children in the inclusive program (5 with autism; 3 typically developing). The scores of 4 typically developing children and 1 child with autism decreased; 1 typically developing child's score increased. In contrast, the ToP scores of 11 typically developing children enrolled in the non-inclusive program increased; 1 typically developing child's score decreased. Similarly, the mean ToP scores of the children in the inclusive program did not differ, whereas the mean posttest score of the children in the non-inclusive program was greater than the mean pretest score. Elements in the inclusive environment may have contributed to these results. Two of the elements were differences in philosophy of the two teachers, and the high ratio of children with autism to typically developing children in the inclusive classroom. Practical implications for determining or attempting to facilitate playfulness in the preschool setting are discussed.

Ecobehavioral Assessment in Early Childhood Programs

The purpose of this investigation was to describe the nature of preschool children's experiences in inclusive early childhood programs. The momentary time-sampling data reported in this article represented 3 hours of observational information per child for 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs in four states. In general, children with and without disabilities exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts. Two noteworthy between-group differences were that (a) children without disabilities, compared to those with disabilities, participated in more child-child social behaviors and (b) children with disabilities received more adult support and attention than peers without disabilities. These ecobehavioral data begin to "paint a portrait" of preschool inclusion. This "portrait" revealed that children with disabilities were physically included but suggested that if social integration of young children with and without disabilities is a primary goal of inclusion, then additional, focused intervention efforts may be required to establish socially inclusive programs for young children with and without disabilities.

“Can I Play with You?” Peer Culture in Inclusive Preschool Programs

Peer culture reflects the unique social worlds children construct out of everyday experiences with one another. This study explored the peer cultures of children with diverse abilities, backgrounds, and needs—focusing on 10 children with significant disabilities—in six inclusive preschool programs. Using a multi-method approach that included both qualitative and quantitative measures, themes were generated that portrayed how children with disabilities (1) expressed the desire to participate in peer culture through a range of social-communicative and symbolic behavior; (2) experienced inclusion in peer culture by coordinating social activity and establishing reciprocal relationships; and (3) experienced exclusion from peer culture through different forms of neglect, social-communicative breakdown, conflict, and rejection. Case vignettes and quotes serve to support and illustrate themes. The findings are discussed in terms of related sociocultural influences, implications for educational practice, and future directions in research.

Planning for Andrew: the use of COACH and VISTA in an inclusive preschool program

This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children: A Guide to Educational Planning for Students with Disabilities) and VISTA (Vermont Interdependent Services Team Approach: A Guide to Coordinating Educational Support Services) for Andrew, a 4‐year‐old child with Down syndrome, who attends a general education preschool. The article documents the decisions his team made using COACH and VISTA and describes the findings of follow‐up interviews with his parents, preschool teacher, special educator, and speech/language pathologist. The findings offer insights into the benefits and limitations of these approaches at the preschool level. Implications for facilitating communication and decision‐making among team members are discussed.

Inclusive preschool programs: Teachers' beliefs and practices

The purpose of this paper is to describe beliefs of early childhood teachers about inclusion and to examine ways in which teachers enact those beliefs in their classrooms. Descriptions of teachers' beliefs were drawn from interviews and program documents; field notes from classroom observations were used to exemplify how beliefs were reflected in instruction. There were two major findings. First, themes identified about teachers' beliefs were consistent with previous studies. Second, teachers' actions in classrooms showed that there were many variations and individual interpretations of these themes.

Relationships Between Enrollment in an Inclusive Class and Preschool Children's Ideas about People with Disabilities

This research examines the relationships between participation in an inclusive preschool program, children's understanding of disabilities, and their acceptance of children with disabilities. Subjects were preschool children enrolled in regular ( n = 31) and inclusive ( n = 29) programs. Children's understanding of competencies associated with specific disabilities, and their general acceptance of others, were assessed using interview questions and dolls. Children were interviewed to learn their ideas about the immediate and long-term consequences of physical and sensory disabilities. In addition, children provided ratings of the social acceptance of hypothetical children with and without disabilities. Children in inclusive classes had more knowledge about long-term consequences of disabilities than did children in regular preschool classes. In addition, children in inclusive settings gave significantly higher acceptance ratings to children with and without disabilities than did children in regular preschool classes. Finally, it was found that children's knowledge of disabilities, their overall acceptance of individuals without disabilities, and their participation in an inclusive class contributed significantly and independently to their acceptance of children with disabilities.

Beyond Microsystems

Despite the increasing prevalence of inclusive early education programs, little is known about the organizational configurations and contexts of these programs, or the ways in which they are viewed by those who develop and use them. This article describes several lessons learned from a qualitative study of inclusive preschool programs. The lessons focus on the meanings of inclusion as it relates to the organizational and social contexts experienced and perceived by families, educators, and administrators. Implications for the field are discussed with regard to ideology and policy enactment, developmental appropriateness of organizations and curricula, and the configuration of programs and services.

Preschool Children's Conceptions of Disabilities

This research investigates the ways in which preschool children conceptualize different disabilities. Subjects were 46 children, 3 to 6 years of age, enrolled in inclusive preschool programs. Children were interviewed to learn their ideas about physical and sensory disabilities and Down syndrome, and to assess the salience of disability in their responses to photographs of unfamiliar children. Results revealed that most children were aware of physical disability, half of the children were aware of sensory disabilities, and no children expressed an awareness of Down syndrome. Children were sensitive to the effects of a physical disability on a child's motor performance, but were less aware of the consequences of other disabilities. These results have important implications for understanding typically developing children's reactions to, and ideas about, their classmates with disabilities in inclusive settings.

Preschool Children's Understanding of Disability: Experiences Leading to the Elaboration of the Concept of Hearing Loss

The impact of participation in a classroom with a peer with a severe hearing loss on preschool children's understanding of hearing and hearing loss was investigated. Subjects included children with and without a peer who had a hearing impairment. All children referred to their own experiences to explain hearing loss. Children who had a hearing-impaired classmate demonstrated a more complete understanding of sign language and the consequences of hearing loss than children without this experience. The implications of these results for children who are enrolled in inclusive preschool programs is discussed.