Elements of Successful Inclusion for School-Age Children with Disabilities in Childcare Settings

Autor/inn/en	Jinnah-Ghelani, Hamida A.; Stoneman, Zolinda
Titel	Elements of Successful Inclusion for School-Age Children with Disabilities in Childcare Settings
Quelle	In: Child Care in Practice, 15 (2009) 3, S.175-191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
Schlagwörter	Grounded Theory; Focus Groups; Disabilities; Mainstreaming; Child Care; Young Children; Special Needs Students; Parent Attitudes; Interviews; Environmental Influences; Space Utilization; Peer Relationship; Supervision; Child Safety; Parent Teacher Cooperation; Teacher Attitudes; Caregivers; Caregiver Attitudes; Attitudes toward Disabilities; Physical Environment; Playgrounds; Activities + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Sonderpädagogischer Förderbedarf; Elternverhalten; Interviewing; Interviewtechnik; Environmental influence; Umwelteinfluss; Raumnutzung; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Caregiver; Carer; Betreuungsperson; Pfleger; Natürliche Umwelt; Playground; Spielplatz
Abstract	When a school-age child with disabilities is accepted into a childcare setting, it is only the first step. The sustenance of the care option depends on whether the setting makes appropriate adaptations to accommodate the child with disability in the setting. Parents face a host of challenges related to adaptations and accommodations. This study focuses on parents' perspectives related to features needed to appropriately accommodate school-age children with disabilities in childcare and other out-of-school settings. Five focus groups attended by 29 parents and eight telephone interviews were conducted. Data were analysed qualitatively using a grounded theory approach and QSR 6, a non-statistical software package for qualitative data. The adaptations identified by parents included adaptations related to physical space and activities, adaptations focusing on socialisation with peers, supervision by staff, safety of children, parent-provider communication, and those focusing on the attitude and skills of childcare providers related to accommodating children with disabilities in childcare settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10