High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel

Autor/inn/en	Steed, Elizabeth A.; Rausch, Alissa; Strain, Phil S.; Bold, Ellie; Leech, Nancy
Titel	High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 2, S.142-155 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steed, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211063921
Schlagwörter	Preschool Education; Students with Disabilities; Special Education; Educational Quality; Inclusion; School Personnel; Educational Practices; Early Childhood Teachers; Special Education Teachers; Related Services (Special Education); Role; Incidence; Teamwork; Colorado + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Quality of education; Bildungsqualität; Inklusion; Schulpersonal; Bildungspraxis; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Rollen; Vorkommen
Abstract	We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants' survey responses, including t tests and Mann Whitney tests to examine differences in the use of high-quality inclusion practices between early childhood special educators (ECSEs) (n = 209) and related service personnel (RSP) (n = 209). Findings indicated that ECSEs were more likely than RSP to implement high-quality inclusion practices. All personnel reported inconsistent use of teaming practices. Services were provided most often inside the classroom with peers; however, several personnel provided support to children inside their classroom but in a separate space or outside of their classroom. We discuss findings in the context of ways in which early childhood personnel can be supported to use high-quality inclusion practices. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01