Preschool Inclusion: Key Findings from Research and Implications for Policy. Child Care and Early Education Research Connections

Autor/inn/en	Lawrence, Sharmila; Smith, Sheila; Banerjee, Rashida
Institution	National Center for Children in Poverty; University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR)
Titel	Preschool Inclusion: Key Findings from Research and Implications for Policy. Child Care and Early Education Research Connections
Quelle	(2016), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Inclusion; Outcomes of Education; Child Development; Learning; Educational Quality; Educational Improvement; Educational Policy; Educational Research; Disabilities; Rating Scales; Intervention; Teaching Methods; Peer Teaching; Faculty Development; Preschool Teachers; Teacher Attitudes; Interpersonal Competence; Preschool Children; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Inklusion; Lernleistung; Schulerfolg; Kindesentwicklung; Lernen; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Handicap; Behinderung; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive preschool programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions: (1) What are the effects of inclusive preschool on children's early learning and development?; (2) What is known about the quality of inclusive preschool programs?; and (3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement. The majority of studies reviewed were published between 2000 and 2015 and were found through searches for research articles in the Child Care and Early Education Research Connections collection. Individual studies examining interventions and professional development were included in the review only if they were conducted in inclusive classrooms, while existing reviews sometimes include research in other settings. (ERIC).
Anmerkungen	National Center for Children in Poverty. 215 West 125th Street Third Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: info@nccp.org; Web site: http://www.nccp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01