Increasingly, young children with disabilities are included in natural learning environments such as home- and center-based childcare settings. Childcare providers are asked to adapt their practices and make accommodations to include these children. In this qualitative study, six childcare providers who provide inclusive childcare in a Midwest city were interviewed. They discussed factors that contribute to their ability to provide inclusive childcare. The authors analyzed the data according to grounded theory methodology. They identified the following main contributing factors: (a) the providers' commitment, (b) finding the balance between resources and needs, (c) problem-solving with parents, (d) access to emotional support and technical assistance, and (e) access to other supports. The authors discuss commonalties and divergences between home-based and center-based programs and implications for future practices.
In this case study, a co-operative inquiry process was used to facilitate the expansion of inclusive early childhood education and care practices in a rural community in the Midwest. A university and a community researcher first engaged in interviews and site visits, during which they learned how a three-member inclusion team of early care and education professionals initiated changes in practice from self-contained to inclusive special education and therapy. Key practices included responding to families' priorities, changing roles, and providing integrated services and support for children's successful transitions into Kindergarten. The second part of the research consisted of action planning during focus groups and community meetings, which resulted in social recognition from the school district, technical assistance through state improvement grant funding, and better preschool options for young children with disabilities.
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