A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms

Abstract

Two studies examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. In Study 1, the effects of classroom inclusion on the developmental and social growth of preschool children with disabilities were investigated on 15 pairs of children (N = 30) matched for chronological age, gender, initial level of functioning, related services received, and attendance schedules. Progress was measured with the Brigance Diagnostic Inventory of Early Development-Revised using a pre-post design. Results indicated that children functioning at a lower level of social and emotional functioning performed equally well in inclusive and specialized settings, while children functioning at a relatively higher level performed better in inclusive settings than in specialized settings. In Study 2, the relationships between developmental progress and the length of the school day and the amount of related services received per week were investigated on 66 participants. Children in full-day classrooms had greater developmental delays but achieved higher rates of progress than their half-day peers in the areas of social and emotional development and overall development.

Progress in Language and Literacy Skills Among Children With Disabilities in Inclusive Early Reading First Classrooms

“…As with other research on this topic (e.g., Cross et al, 2004;Harris et al, 1990;Holahan & Costenbader, 2000;Rafferty et al, 2003), the findings from this study suggest that children with disabilities benefit in language and emergent literacy skills from participating in high-quality language and literacy instruction in inclusive prekindergarten classrooms. The NELP (2008) report stated that alphabet knowledge, phonological awareness, print concepts, and oral language have a strong predictive relationship with later literacy outcomes.…”

“…In a study examining language development and social competence in inclusive and segregated settings of children with disabilities, Rafferty et al (2003) found no differential impact on the effect sizes on language and social competences between inclusive and segregated settings for preschoolers with mild to moderate disabilities. Holahan and Costenbader (2000) found that preschoolers functioning at a higher level of social and emotional skills performed better on developmental outcomes in inclusive settings as opposed to segregated settings. In an examination of changes in language development for preschoolers with autism and typically developing peers in segregated and integrated settings, Harris, Handleman, Kristoff, Bass, and Gordon (1990) found that all children, typically developing and those with autism, benefitted from a quality language enriched inclusive preschool in the area of language development.…”

Disproportionate Representation in Placements of Preschoolers With Disabilities in Five Southern States

“…Several researchers have demonstrated that children with disabilities, especially young children with mild and moderate disabilities (Rafferty & Griffin, 2005), achieve important developmental gains when they are included in programs with children without disabilities (Buysse & Bailey, 1993;Cole, Davis, Dale, & Jenkins, 1991;Holahan & Costenbader, 2000;Hundert, Mahoney, Mundy, & Vernon, 1998;McGee, Morrier, & Daly, 1999;Mills, Cole, Jenkins, & Dale, 1998;Rafferty, Piscitelli, & Boettcher, 2003). One factor related to positive developmental gains for children with disabilities is the classroom ecology of the inclusive setting (Buysse, Wesley, & Keyes, 1998;Odom & Bailey, 2001;Odom & Diamond, 1998), with children enrolled in higher quality classrooms gaining more positive developmental outcomes.…”

Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field

“…Inclusive Pre-K programs can be successful for children with and without disabilities (e.g., Fox et al 2003;Holahan and Costenbader 2000). To be successful, teachers need time to communicate and collaborate with classroom aides, therapists and other professionals and several key issues must be addressed.…”

“…Research has demonstrated academic and developmental gains from participation in inclusive settings (Dickson 2000;Holahan and Costenbader 2000;Hanline and Daley 2002). Social gains have also been found for typically developing children in inclusive settings (Chandler 1998).…”