ERIC Number: ED436035
Record Type: RIE
Publication Date: 1999-Nov
Early Childhood Inclusion Policy and Systems: What Do We Know?
Smith, Barbara J.; Rapport, Mary Jane K.
This report summarizes data from 1990 and 1993 surveys on preschool mainstreaming that investigated the prevalence of inclusive programming in early childhood education, whether policy challenges to the inclusion of young children have changed over time, and currently existing challenges. Results indicate: (1) there is a dearth of policy research efforts looking particularly at inclusion policies, their implementation and their effectiveness in meeting desired goals for young children; (2) the policy research that is available points to slow progress in the effectiveness of current policies and systems to advance inclusion for young children, with only about 51 percent of preschoolers with disabilities currently educated in inclusive settings; (3) there were greater challenges to inclusion in people's attitudes and beliefs in 1993 than there were in 1990; (4) the perceived policy barriers did not in fact exist in the 1990 study, only the belief that they did; (5) factors other than policy are reported to be important in advancing inclusion, including knowledge of the effects of inclusion, knowledge and skills of personnel to promote friendships, and children's abilities to manage their own behavior; and (6) the quality of the majority of natural environments is mediocre at best. (Contains 26 references.) (CR)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Colorado Univ., Denver.