In China, accompanying parents are a special group supporting inclusive preschool education for children with autism spectrum disorder (ASD). Although they lack professional knowledge and skills in children's education, they are required to accompany their children full-time to provide necessary and unique assistance. The present study aims to…

Rehabilitation services in education settings are evolving from pull-out interventions focused on remediation for children and youth with special education needs to inclusive whole-school tiered approaches focused on participation. A limited number of discipline-specific practice models for tiered services currently exist. However, there is a…

The aim of this study was to determine the perceptions of preschool teachers and parents about their cooperation and to examine whether there are differences in the perception of this cooperation regarding the status of the respondents' children (children of typical development and children with developmental disabilities). The assessment of…

Preschool teachers' attitudes toward preschool inclusive education (PIE) greatly influence their inclusive education practice. However, few instruments in this area with sound psychometric properties are available for Chinese teachers. The current study aims to validate the Multidimensional Attitudes toward Preschool Inclusive Education Scale…

This study explores children's attitudes towards their peers with special needs (SN) at a preschool level. A total of 151 children were examined using the "Acceptance Scale for Kindergarteners -- Revised" and social demographic questionnaires to collect information from parents and educators. The research included preschool children…

The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were…

This study investigated the practice of family-centred positive behaviour support professional training for preservice special education teachers to understand the outcomes of implementing this training in the practical field. The emphasis of the first phase was to provide foundational knowledge, namely 14 hours of lectures and 7.5 hours of video…

This study evaluated the effects of an early education inclusion program for children with autism: 'Understanding our Peers; the Early Years'. A series of children's books were created outlining the core behavioural features of autism and how the characters in the books were able to understand these behaviours and accommodate the needs of the…

Early Detection and Intervention (EDI) is a system of services that promote development in the critical early years of childhood. It serves as an invaluable support to achieve Inclusive Education (IE). With limited literature regarding perspectives from public schools regarding EDI, this research engages the stakeholders from public schools of…

In the United States, preschool teachers report behaviour management as one of the greatest challenges when educating young children. Teachers consistently feel unprepared to meet the needs of children with persistent challenging behaviours. Unfortunately, the issue affects more than just preschool teachers. Behaviour issues that emerge in…

Children with Autism Spectrum Disorder (ASD) may have additional needs in the classroom, resulting from delays in their development of critical school readiness skills, which include following directions and attending to tasks. Consequently, empirically supported strategies targeting these skills have been developed, yet there is evidence to…

Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment…

This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged…