The Perspectives of Professionals and Parents on Inclusion in Head Start Programs

Autor/inn/en	Nguyen, Thuy; Hughes, Margaret
Titel	The Perspectives of Professionals and Parents on Inclusion in Head Start Programs
Quelle	In: Journal of Special Education Apprenticeship, 1 (2012) 2, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Parent Attitudes; Teacher Attitudes; Disabilities; Inclusion; Preschool Education; Early Intervention; At Risk Students; Educational Quality; Special Education Teachers; Program Effectiveness; Language Skills; Interpersonal Competence; Autism; Teamwork; Surveys; Statistical Analysis; Emotional Development; Social Development; Academic Achievement; California + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Handicap; Behinderung; Inklusion; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Autismus; Survey; Umfrage; Befragung; Statistische Analyse; Gefühlsbildung; Soziale Entwicklung; Schulleistung; Kalifornien
Abstract	This study examined the perspectives of professionals and parents on part-time inclusive preschool Head Start programs that included both children with and without disabilities. The purpose of this study was twofold: (a) to examine parent and teacher perspectives of inclusion on the developmental outcomes of all children and (b) to investigate their perspectives on what constitutes a high quality inclusive program. Thirty Head Start and Early Childhood Special Education preschool teachers, as well as 30 parents of children with and without disabilities participated in this study. The major findings indicated that both parents and teachers strongly agreed that all children with disabilities should learn in the same environment with their classmates without disabilities. The majority of parents and teachers had positive attitudes toward inclusion and perceived there were social, emotional and academic benefits for all children in inclusive settings. However, some of the teacher and parent participants were concerned about possible isolation for children with disabilities. In addition, findings also indicated that inclusive programs were still lacking some essential elements of a high quality inclusion program. Implications for practitioners and future research are discussed. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01