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Early Childhood and Inclusion
(updated April 2000)
How can inclusive practices be incorporated in early childhood settings, and how can
parents become involved?
"The inclusion of children with disabilities in general preschool and child care programs is
becoming more and more common. Parents, teachers, and researchers have found that children
benefit in many ways from integrated programs that are designed to meet the needs of all
children. Many children with disabilities, however, need accommodations to participate
successfully in the general classroom. Teachers and other staff often require current information,
skills training, and even additional staff to meet the needs of these children. The information that
follows provides strategies for working with children in inclusive early childhood
environments." (From Preschool Inclusion by Claire C. Cavallaro & Michele Haney. Paul H. Brookes Publishing Co.)
Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
inclusive schools
AND
early childhood
education OR preschool education OR early intervention
EJ512416 PS524073
Moving toward Inclusion by Narrowing the Gap between Early
Childhood
Professionals.
Appl, Dolores J.
Early Childhood Education Journal, v23 n1 p23-26 Fall 1995
ISSN:
1082-3301
Language: English
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Journal Announcement: CIJFEB96
Inclusive child care programs are built upon planning and
implementation that
includes all educators. Currently, there is a gap between early
childhood educators
and early childhood special educators. This gap can be bridged
by concentrating on
commonalities in educational practices, instructional strategies,
and interventions.
Descriptors: Access to Education; Child Caregivers;
Disabilities; *Early Childhood
Education; *Inclusive Schools; Preschool Teachers; *Professional
Isolation; *Regular
and Special Education Relationship; Social Integration; *Special
Education; Special
Education Teachers; Special Needs Students
EJ501918 PS523113
Technology in Inclusive Early Childhood Settings.
Brett, Arlene
Day
Care & Early Education, v22 n3 p8-11 Spr 1995
ISSN:
0092-4199
Language: English
Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080)
Journal Announcement: CIJAUG95
Examines the question of whether to make computers a part of
the early childhood
curriculum. Discusses the contribution of computers to
children's development,
focusing on the role of computers and related technology in
benefiting children with
disabilities and facilitating inclusion. Discusses ways of
adapting technology to make it
developmentally appropriate.
Descriptors: Cognitive
Development; *Computer
Uses in Education; Disabilities; Early Childhood Education;
Educational Technology;
*Inclusive Schools; Mainstreaming;*Special Education; Special
Programs Identifiers:
Developmentally Appropriate Programs; *Inclusive Educational
Programs; Technology
Mediated Interactive Learning
EJ529436 EC614489
Come Play Developing Children's Social Skills in an Inclusive
Preschool.
Collins, Belva C.; And Others
TEACHING Exceptional Children, v29 n1 p16-21 Sep-Oct 1996
ISSN:
0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052)
Journal Announcement: CIJJAN97
Target Audience: Teachers; Practitioners
A step-by-step guide is presented for developing and
implementing a social
interaction intervention based on a study of an inclusive
preschool program. Steps
include developing a data collection system, selecting
observation time, collecting
baseline data, identifying target children, developing social
interaction skills
intervention, monitoring daily data, and evaluating maintenance
and generalization.
Descriptors: Data Collection; *Disabilities; *Early
Intervention; Generalization;
*Inclusive Schools; *Interpersonal Competence; Maintenance; Peer
Acceptance; Peer
Relationship; Preschool Education; *Program Development; Program
Implementation;
Skill Development; Social Integration
EJ517762 EA531364
Kindergarten Plus: Integrating Children with Disabilities into
Early Childhood
Classrooms.
Deutsch-Berney, Tomi; Ticke, Lynne
ERS Spectrum, v13 n4 p36-40 Fall 1995
ISSN: 0740-7874
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE
(080)
Journal Announcement: CIJJUN96
New York City's SuperStart Plus and Kindergarten Plus programs
provide a
developmentally appropriate learning environment that encourages
both general- and
special-education children's language, cognitive, social,
emotional, and physical
development. Teachers integrate multicultural and
English-as-a-Second-Language
strategies into their teaching. These integrated programs have
benefited both disabled
and nondisabled student participants.
Descriptors: *Developmental Programs; *Disabilities; Early
Childhood Education;
*Inclusive Schools; Kindergarten; *Mainstreaming; *Program
Implementation; *Regular
and Special Education Relationship; Young Children
Identifiers: *New York (New York)
EJ510009 EC612004
The Preschool Checklist: Integration of Children with Severe
Disabilities.
Drinkwater, Sarah; Demchak, MaryAnn
TEACHING Exceptional Children, v28 n1 p4-8 Fall 1995
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); TEST, QUESTIONNAIRE
(160);
NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJJAN96
Target Audience: Practitioners
This article presents and explains the Preschool Checklist, a
measure that
incorporates research-based guidelines for developing preschool
programs that include
children with severe disabilities. The checklist assesses four
areas: (1) scheduling and
instructional arrangements; (2) socialization and communication;
(3) alternative
communication; and (4) appearance of the child.
Descriptors: Augmentative and Alternative Communication; *Check
Lists; *Inclusive
Schools; Instructional Systems; Interpersonal Communication;
Mainstreaming;
Preschool Education; *Program Evaluation; Scheduling; *Severe
Disabilities; Social
Integration; Socialization; Student Evaluation
Identifiers: Physical Appearance; *Preschool Checklist
EJ529847 PS525405
Conflict Strategies and Resolutions: Peer Conflict in an
Integrated Early Childhood
Classroom.
Malloy, Heidi L.; McMurray, Paula
Early Childhood Research Quarterly, v11 n2 p185-206 Jun 1996
ISSN:
0885-2006
Language: English
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Journal Announcement: CIJJAN97
Examined the physical and verbal peer conflicts of nine
typically developing children
and eight children with disabilities in an integrated preschool.
Several conflict
constructs were examined including goals, oppositions,
strategies, outcomes, and the
teacher's role in peer conflict. Results suggest the need for
active teacher involvement
when children with disabilities participate in conflicts in
integrated early childhood
classrooms.
Descriptors: Classroom Communication; *Conflict; *Conflict
Resolution;
Developmental Delays; Ethnography; *Inclusive Schools;
*Interpersonal Relationship;
Learning Disabilities; Mainstreaming; Peer Acceptance; *Peer
Relationship; Preschool
Children; Preschool Education; Social Development; Teacher Role;
*Teacher Student
Relationship
EJ522829 EC613467
A "Can Do" Inventory for 3-Year-Olds: Preschool-Referenced
Assessment.
McCormick, Linda; Noonan, Mary Jo
TEACHING Exceptional Children, v28 n4 p4-9 Sum 1996
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL
(055)
Journal Announcement: CIJSEP96
Target Audience: Practitioners
The Preschool Referenced Assessment process, intended to link
ecological and
judgment-based assessment to instructional planning for young
children with disabilities
in inclusive settings, is described, including instructions for
use of assessment forms
and development of goals and objectives for the child's
Individualized Education
Program.
Descriptors: Check Lists; *Diagnostic Teaching; *Disabilities;
Evaluation Methods;
*Inclusive Schools; Individualized Education Programs;
*Instructional Development;
Preschool Education; Questionnaires; *Student Educational
Objectives; *Student
Evaluation
ED395692 PS024260
Facilitating Language and Literacy Development in Preschool
Children: To Each
According to Their Needs.
Notari-Syverson, Angela; And Others
Apr 1996
38p.; Paper presented at the Annual Convention of the American
Educational
Research Association (New York, NY, April 8-12, 1996).
Sponsoring Agency:
Washington Research Inst., Seattle.
Contract No:
H024B20031
EDRS
Price - MF01/PC02 Plus Postage.
Language: English
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
Geographic Source: U.S.; Washington
Journal Announcement: RIEOCT96
In American culture, although literacy is an integral part of
daily life, little is known
about the development of teaching of early literacy skills to
young children with
disabilities. This study examined the effects of a comprehensive
early literacy
curriculum designed for use with preschool children, focusing
primarily on children with
disabilities. The goal was to examine effects on early language
and literacy measures
among three preschool populations: (1) children with
disabilities; (2) children who are at
risk of effects from economic disadvantage; and (3) children who
are developing
"normally." The study was conducted over a 2-year period, using a
population of 70
children. Data were collected from inclusive classrooms in a
child development center
and self-contained classrooms in the public schools. Measures
included the
Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) and
the Early Literacy
Checklist. Activities designed to facilitate skills in print
awareness, metalinguistic
awareness, and oral language were implemented over a 6-month
period with the three
preschool populations. Both the children with disabilities and
the children at-risk made
significant gains on standardized and criterion-referenced
measures of language, early
literacy, and metalinguistic awareness. (Appendices contain
sample learning activities,
including shared storybook reading, nursery rhymes, and show and
tell.)
Descriptors: At Risk Persons; *Curriculum Evaluation;
*Disabilities; Early Intervention;
*Emergent Literacy; Inclusive Schools; Learning Activities;
Literacy; Preschool
Children; Special Education; Special Needs Students
Identifiers: American Educational
Research Association; Peabody Picture Vocabulary Test (Revised);
Woodcock
Johnson Psycho Educational Battery
ED402727 EC305257
Health and Safety Considerations: Caring for Young Children
with Exceptional Health
Care Needs.
Presler, Betty
Sonoma State Univ., Rohnert Park, CA. California Inst. of Human
Services. 1996
120p.; Produced by Project EXCEPTIONAL--EXceptional Children:
Education in
Preschool Techniques for Inclusion, Opportunity-building,
Nurturing And Learning.
Sponsoring Agency: Office of Special Education and Rehabilitative
Services (ED),
Washington, DC.
Contract No: H024P30047
Available From: Project EXCEPTIONAL, California Institute on
Human Services,
Sonoma State University, 1801 E. Cotati Avenue, Rohnert Park, CA
94928-3609;
telephone: 707- 664-2051; fax: 707-664-2017 ($30, includes
shipping).
EDRS
Price - MF01/PC05 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; California
Journal Announcement: RIEMAY97
This manual on health and safety considerations in caring for
young children with
exceptional health care needs is a product of Project EXCEPTIONAL
(EXceptional
Children: Education in Preschool Techniques for Inclusion,
Opportunity-building,
Nurturing And Learning), which has the goal of increasing the
quality and quantity of
inclusive child care and development options for California's
young children (birth to
age 5) with disabilities through development of a training model
and materials to
support the training of interagency community teams. The
manual's text focuses on 10
key points: (1) the increasing need by children with disabilities
for child care services;
(2) the moral and legal responsibility of child care providers to
include children with
exceptional needs; (3) the rewards, risks, and responsibility of
servicing these children;
(4) the vast diversity in health-related conditions and need for
individualized
accommodations; (5) inclusion as a national, state, and local
priority; (6) barriers to
inclusion; (7) critical elements of quality child care; (8) best
practices; (9) characteristics
of a health supportive environment; and (10) the need to ensure
the health and safety
of every child. Much of the document consists of 13 appendices,
including a listing of
national parent organizations; a recommended training
curriculum; authorization forms;
discussion of safety issues, emergency contact information, and
incident reports;
recommended procedures for nutrition and feeding, diapering, and
hand washing;
universal precautions; information on childhood diseases; health
condition fact sheets
and record forms; medication records; and training activities.
Descriptors:
Agency Cooperation; Caregiver Role; Child Caregivers; Community
Programs;
Compliance (Legal); *Day Care; *Disabilities; *Health Needs;
Health Services; Inclusive
Schools; Infants; Inservice Education; Preschool Education;
*Safety; Safety Education;
*Social Integration; *Special Health Problems; Teamwork;
Toddlers; Training Methods;
Young Children
EJ544924 PS526484
Together Is Better: Specific Tips on How To Include Children
with Various Types of
Disabilities.
Russell-Fox, Jane
Young Children, v52 n4 p81-83 May 1997
ISSN: 0044-0728
Language: English
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE
(080)
Journal Announcement: CIJOCT97
Provides specific tips for preschool teachers on how to better
include children with
exceptional health needs, hearing needs, learning needs,
communication needs, visual
impairment, or physical needs. Suggests that facilitating social
skills is an essential
part of facilitating true interaction.
Descriptors: Disabilities; Early Childhood Education;
*Inclusive Schools; Interpersonal
Competence; *Mainstreaming; Peer Groups; Peer Relationship;
*Preschool Education;
Teacher Student Relationship; *Teaching Methods; *Young Children
EJ538095
PS525983
Children Blossom in a Special and General Education Integration
Program--A Private
Child Care Center and a Public School Collaborate.
Schoen, Theresa Maloney; And Others
Young Children, v52 n2 p58-63 Jan 1997
ISSN: 0044-0728
Language: English
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE
(080)
Journal Announcement: CIJJUN97
Successful integration of special needs children with typical
children benefits
everyone. Describes how educators collaborated to form an
inclusive program of
children with special needs (physical, cognitive, and behavioral
impairments) from a
public school and a for-profit day care center. Discusses the
conception, early
concerns, planning, implementation and evaluation of the program.
Includes five
funding and information sources.
Descriptors: Childhood Attitudes; Early Childhood Education;
*Inclusive Schools;
*Institutional Cooperation; Partnerships in Education; Physical
Disabilities; Preschool
Children; *Regular and Special Education Relationship; *Special
Education Teachers;
*Special Needs Students; *Teacher Collaboration; Young Children
Identifiers: Special
Needs Children
ED398709 EC305002
Serving Children with Special Needs in Your Child Care
Facility.
Searl, Julia,
Ed.
Early Childhood Inclusion Network, Syracuse, NY. Apr 1996
55p.
Sponsoring
Agency: National Inst. on Disability and Rehabilitation Research
(ED/OSERS),
Washington, DC.
Contract No: H133D50037
Available From: Dianne Apter, Early Childhood Direction Center,
805 South Crouse
Avenue, Syracuse, NY 13244.
EDRS Price - MF01/PC03 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; New York
Journal Announcement: RIEJAN97
Target Audience: Practitioners
This manual provides information to caregivers on how to
successfully develop a child
care center that includes children with disabilities. The
benefits of inclusion for
children, parents, and providers are identified. Principles for
developing an inclusive
program are noted, such as developing a partnership with a
special education agency.
The guide stresses the necessity of developing a philosophical
mission statement on
inclusion, clarifying lines of authority and roles of
administrators, and careful monitoring
of money and contracts involved in inclusive programming. Also
covered are annual,
weekly, and daily schedules; space requirements; accessibility
standards; the critical
importance of training and staff development; strategies for
family involvement; and the
elements of successful collaboration. Indicators of a good
inclusive program and
factors that affect survival of inclusive programs are listed,
including a match of values
among families, the child care program, and the special
education community; a
community- wide philosophy of acceptance of diversity; and
resolution of differences
through a problem-solving strategy. The appendix includes a
list of
definitions/abbreviations, a guide for child caregivers for
determining a child's need for
services, a guide to staff teaming, a sample mission statement,
and a listing of 14
resources (organizational, print, and videos).
Descriptors: *Accessibility (for Disabled); Caregiver Child
Relationship; Day Care;
*Day Care Centers; *Disabilities; Early Childhood Education;
*Inclusive Schools; Infant
Care; Mainstreaming; Program Development; *Social Integration;
Staff Development;
Teamwork
EJ536390 PS525941
Early Childhood Special Education. "Can I Play Too?" Adapting
Common Classroom
Activities for Young Children with Limited Motor Abilities.
Sheldon, Kristyn
Early Childhood Education Journal, v24 n2 p115-20 Win 1996
ISSN:
1082-3301
Language: English
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Journal
Announcement: CIJMAY97
Suggests that teachers are challenged with arranging the
environment to allow
physically impaired children to participate in classroom
activities. Defines limited motor
ability. Suggests ways to make minor modifications or
adaptations to accommodate
these children in common classroom activities, including circle
time, art, sensory play,
fine motor, dramatic play, computers and technology, gym and
playground, snack and
book activities.
Descriptors: Adjustment (to Environment); *Assistive Devices
(for Disabled);
*Classroom Design; *Classroom Environment; Developmental Delays;
Disabilities; Early
Childhood Education; *Inclusive Schools; Mainstreaming; Motor
Development; Physical
Development; *Physical Disabilities; *Special Needs Students
Identifiers:
*Adaptive Instructional Methods; Child Care Needs
EJ531332 PS525599
Young Children's Attitudes toward the Disabled: A Classroom
Intervention Using
Children's Literature.
Trepanier-Street, Mary L.; Romatowski, Jane A.
Early Childhood Education Journal, v24 n1 p45-49 Fall 1996
ISSN:
1082-3301
Language: English
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Journal Announcement: CIJFEB97
Examined attitudes of 71 kindergarten and first-grade children
regarding the
capabilities of disabled children and the potential for
friendship, and assessed the
effectiveness of children's literature and related activities in
influencing attitudes toward
the disabled. Found that children's attitudes were generally
positive and realistic, and
that the use of selected books and activities positively
influenced attitudes.
Descriptors: *Attitude Change; Change Strategies; *Childhood
Attitudes; *Childrens
Literature; *Disabilities; Early Childhood Education; Inclusive
Schools; *Intervention;
Social Integration; Special Needs Students
Identifiers:
*Attitudes toward
Disabled
ED406819 EC305538
Passages to Inclusion: Creating Systems of Care for All
Children. Monograph for
State, Territorial and Tribal Child Care Administrators.
National Child Care
Information Center, Vienna, VA.; Trans-Management Systems, Inc.
6 Mar 1997
84p.; Synthesis of solutions and strategies generated during a
Leadership Forum
(Washington, DC, June 27, 1995).
Sponsoring Agency: Administration for Children, Youth, and
Families (DHHS),
Washington, D.C.
Contract No: 105-94-1626
Available From: National Child Care Information Center, 301
Maple Ave. W., Suite
602, Vienna, VA 22180; toll-free telephone: 800-616-2242; fax:
800-716-2242; TTY:
800- 516-2242; e-mail: agoldstein@acf.dhhs.gov.
EDRS Price - MF01/PC04 Plus Postage.
Language: English
Document Type: CONFERENCE PROCEEDINGS (021); REVIEW LITERATURE
(070); DIRECTORY (132)
Geographic Source: U.S.; Virginia
Journal Announcement: RIESEP97
Government: Federal
This monograph presents a synthesis of the solutions and
strategies generated during
a June 1995 national forum of state, territorial, and tribal
child care administrators on
the inclusion of children with disabilities in community-based
child care settings. The
monograph is organized into sections focused on the five major
issue areas discussed
at the forum. These are: (1) staffing; (2) facilities and
environments; (3) administration
of inclusive practices; (4) financing; and (5) community
resources. Each section
discusses the key issue areas, offers recommendations, and
suggests specific
strategies. Program examples are also included. Extensive
appendices provide
descriptions of programs used as examples in the report, a
summary of relevant federal
legislation, descriptions of major projects conducted by the
Administration on
Developmental Disabilities, sources of technical assistance from
the Child Care
Bureau, a position statement on inclusion from the Division for
Early Childhood of the
Council for Exceptional Children, several article reprints, a
listing of national
organizations with resources for inclusive child care, and the
forum agenda and
participant list.
Descriptors: *Change Strategies;
Community Programs;
Community Resources; *Day Care; *Disabilities; Educational
Environment; Educational
Facilities; Federal Aid; Federal Legislation; Financial Support;
*Inclusive Schools;
Mainstreaming; Personnel Selection; Preschool Education;
*Program Administration;
Program Costs; *Social Integration; Technical Assistance
ED398220 SP036871
Setting the Stage: Including Children with Disabilities in Head
Start. Training Guides
for the Head Start Learning Community.
RMC Research Corp., Portsmouth, NH. 1995
147p.; For other guides in the series, see SP 036 872-873.
Sponsoring
Agency: Administration for Children, Youth, and Families (DHHS),
Washington, DC.
Head Start Bureau.
Contract No: 105-93-1585
EDRS Price - MF01/PC06 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEDEC96
Government: Federal
Target Audience: Practitioners; Parents
This foundation guide is addressed to Head Start staff,
parents, and consultants to
help them develop a broader view of their roles and to support
the program's efforts to
include children with disabilities in the various worlds around
them. The guide includes
the following sections: (1) "Module 1: There's Room for All of
Us," which helps
participants identify ways in which their own perceptions and
experiences influence
how they interact with children with disabilities and their
families; (2) "Module 2:
Communication Counts," which helps participants identify and
practice ways of
communicating about disabilities that foster a sense of belonging
in children with
disabilities and their families; (3) "Module 3: Making It Work "
which helps participants
identify how the principles underlying the laws and regulations
that protect the rights of
individuals with disabilities apply to everyday practice; (4)
"Continuing Professional
Development," which offers strategies that supervisors can use
to help staff apply new
skills and extend their learning; and (5) "Resources," which
lists print and audiovisual
materials and resources that staff can use to learn more about
the key issues
presented in the guide.
Descriptors: Disabilities; *Family Role; Federal Legislation;
*Inclusive Schools;
Inservice Teacher Education; Learning Strategies; *Normalization
(Disabilities);
Preschool Children; Preschool Education; Preschool Teachers;
Resource Materials;
*Staff Development; *Teacher Role; Training Methods; Workshops
Identifiers:
*Project Head Start
Available from your local bookstore or library:
Natural Environments and Inclusion. Young Exceptional Children Monograph Series
No. 2 from the Division for Early Childhood of the Council for Exceptional Children. Susan
Sandall and Michaelene Ostrosky, editors. Sopris West, 4093 Specialty Place, Longmont, CO
80504. 303.651.2829. http://www.sopriswest.com or
http://www.dec-sped.org
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