A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA)

Autor/inn/en	Hardin, Belinda J.; Hung, Hsuan-Fang
Titel	A Cross-Cultural Comparison of Services for Young Children with Disabilities Using the ACEI Global Guidelines Assessment (GGA)
Quelle	In: Early Childhood Education Journal, 39 (2011) 2, S.103-114 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0448-y
Schlagwörter	Cross Cultural Studies; Disabilities; Young Children; Educational Quality; Guidelines; Foreign Countries; Special Needs Students; Early Childhood Education; Barriers; Access to Education; Special Education; Evaluation; Asia; North America; South America + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Handicap; Behinderung; Frühe Kindheit; Quality of education; Bildungsqualität; Richtlinien; Ausland; Sonderpädagogischer Förderbedarf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Evaluierung; Asien; Nordamerika; Südamerika
Abstract	Because young children with special needs frequently experience unequal access to quality education worldwide, understanding characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate the access to and quality of special education services in early childhood care and education (ECCE) programs across eight countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve the quality of service and to make funds consistently available for services for young children with special needs. This finding is congruent with international reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10