ERIC Number: ED350758
Record Type: RIE
Publication Date: 1992-Sep
Attitude Barriers and Strategies for Preschool Mainstreaming. Policy and Practice in Early Childhood Special Education Series.
Rose, Deborah F.; Smith, Barbara J.
A national survey was conducted to determine the presence of barriers to placing preschool children with disabilities in normalized education environments. The survey inquired about education policy as well as attitudes, curricula, and methods. Surveys were sent to 278 educators, administrators, and parents, with a 53 percent response rate. Respondents ranked eight areas as possible disincentives to placing children with disabilities in normalized settings, with the following results: personnel training and standards was highest as a disincentive, with values and attitudes and fiscal/contracting policies also ranking high. Responses on this issue varied considerably by subgroup. For example, all parents and all directors of Head Start Technical Assistance programs felt that attitudes were a barrier, but over half the child care directors, Head Start directors, and state directors of special education felt that attitudes were not a barrier. Attitudes were categorized as follows: turf issues; teacher preparedness; awareness; the feeling that either the nondisabled or disabled child will receive a lower quality education ("someone will lose"); and the issue of communication, collaboration, and respect. Strategies for solving these barrier problems are presented. An appendix lists seven organizational resources for information on early childhood policies and programs. (Contains 14 references.) (JDD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.
Note: For related documents, see ED 335 161, ED 338 403, ED 340 160-161, and ED 343 677.