Differences in Child Care Quality for Children with and without Disabilities

Autor/inn/en	Grisham-Brown, Jennifer; Cox, Megan; Gravil, Meg; Missall, Kristen
Titel	Differences in Child Care Quality for Children with and without Disabilities
Quelle	In: Early Education and Development, 21 (2010) 1, S.21-37 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Preschool Education; Disabilities; Educational Quality; Preschool Children; Mainstreaming; Inclusive Schools; Equal Education; Teacher Qualifications; Educational Attainment; Observation; Comparative Analysis; Interviews; Teacher Surveys; Kentucky + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Handicap; Behinderung; Quality of education; Bildungsqualität; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Inclusive school; Integrative Schule; Lehrqualifikation; Bildungsabschluss; Bildungsgut; Beobachtung; Interviewing; Interviewtechnik
Abstract	Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality characteristics have been articulated. Research has suggested that inclusive and non-inclusive settings may offer different levels of care as measured against best practices and essential quality characteristics. Therefore, the purpose of the current study was to examine program quality in inclusive and non-inclusive preschool classrooms using observational, interview, and survey data. Results showed that inclusive classrooms earned higher scores on an observational measure of global quality and higher scores on an observational measure of language and literacy. Results also suggested that teachers with higher levels of education tend to have classrooms of higher quality. Practice or Policy: Implications for future research and practice are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10