A Comparison of the Effects of Type of Classroom and Service Characteristics on Toddlers with Disabilities

Bruder, Mary Beth; Staff, Llene

doi:10.1177/027112149801800106

Cited by 17 publications

(9 citation statements)

References 22 publications

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“…Other research indicates that the benefits of inclusion for toddlers with disabilities include improved social skills, cognitive development, communication, and play skills (Ingersoll, Schreibman, & Stahmer, 2001). In addition, toddlers with disabilities in inclusive settings performed as well as toddlers in self-contained settings one year after enrollment (Bruder & Staff, 1998). In summary, some previous research suggests that inclusive preschool classrooms may be of higher quality than noninclusive classrooms, but for infants and toddlers there is more ambiguity about the quality of inclusive settings, depending on the type of setting.…”

Section: Quality Of Inclusive Classroomsmentioning

confidence: 78%

Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

Hestenes¹,

Cassidy²,

Hegde³

et al. 2007

Journal of Research in Childhood Education

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The quality of care in infant and toddler classrooms as compared across inclusive (n=64) and noninclusive classrooms (n=400). Quality was measured using the Infant/Toddler Environment Rating Scale-Revised (ITERS-R). An exploratory and confirmatory factor analysis revealed four distinct dimensions of quality within the ITERS-R. Inclusive classrooms were higher in quality on the overall scale as well as on three of the four factor-based scales. Teachers reported, on average, that children had mild to moderate disabilities. Correlational analyses indicated that neither having more children with disabilities nor having children with more severe disabilities was associated with higher or lower quality scores. Teacher education and teacher-child ratios were important predictors of quality. Information on low-scoring items on the Personal Care Routines subscale is also presented.

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Section: Quality Of Inclusive Classroomsmentioning

confidence: 78%

Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

Hestenes¹,

Cassidy²,

Hegde³

et al. 2007

Journal of Research in Childhood Education

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“…More than 30 years of research has demonstrated that young children with disabilities do benefit from participating in groups with children without disabilities (Bruder, 2001;Bruder & Staff, 1998;Campbell, Sawyer, & Muhlenhaupt, 2009;Guralnick, 2001). In fact, this practice has been cited as a quality indicator of early childhood intervention (Buysse & Hollingsworth, 2009;DEC/NAEYC, 2009).…”

Section: Natur a L A N D Inclu S I V E Learning Envir O N M E N T Smentioning

confidence: 99%

Early Childhood Intervention: A Promise to Children and Families for Their Future

Bruder

2010

Exceptional Children

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261

198

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The field of early childhood intervention for infants and young children with disabilities or delays has a rich history that spans many disciplines of practice. Both legislation and research has provided a foundation for how services are delivered to this population, and there are several recommended practices that govern service delivery to this group, the most prominent being family-centered care, team process, and natural and inclusive environments. Unfortunately, the field is facing many challenges because of the growing heterogeneity of children's and families' needs, the increasing complexity and variability of service systems, and dwindling resources available to support an infrastructure. Recommendations to address the future of early childhood intervention include adopting a culture of accountability across all dimensions of service provision, developing and instituting evidence-based practice, implementing comprehensive systems of professional development, and collaborating and merging with the early care and education movement that is growing rapidly across the country.

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“…For example, the PLS-3 has been used to assess the language skills of children, in studies comparing specific programs to traditional therapy [Baxendale and Hesketh, 2003], in evaluating children's progress in preschool programs [Roulstone et al, 2001[Roulstone et al, , 2003] and comparing children with disabilities in inclusive versus noninclusive classrooms [Bruder and Staff, 1998]. Such an approach is continuing with PLS-4.…”

Section: Examining Treatment Efficacymentioning

confidence: 99%

The role of a language scale for infant and preschool assessment

Zimmerman¹,

Castilleja²

2005

Ment. Retard. Dev. Disabil. Res. Rev.

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The PLS-4 (Preschool Language Scale, 4th edition) is a psychometrically sound instrument constructed to assess language skills in children from birth to 6 years 11 months. It is a useful diagnostic and research tool that can be used to identify current comprehension and expressive language skills and can measure changes in language skills over time. The test is individually administered and includes tasks that assess skills in the areas of preverbal behaviors, as well as linguistic skills in the areas of semantics, morphology, syntax, integrative language skills, and preliteracy skills. Extensive reliability and validity evidence are presented. The test has been used extensively in research examining language development of young children from different home environments, children with identified medical conditions, and children participating in a variety of habilitation and intervention programs. Both the previous edition (PLS-3) and the new PLS-4 English and Spanish editions are used extensively in clinical, medical, and research settings to examine developmental language patterns of infants, toddlers, and preschoolers.

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A Comparison of the Effects of Type of Classroom and Service Characteristics on Toddlers with Disabilities

Cited by 17 publications

References 22 publications

Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

Quality in Inclusive and Noninclusive Infant and Toddler Classrooms

Early Childhood Intervention: A Promise to Children and Families for Their Future

The role of a language scale for infant and preschool assessment

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