Continuity and Change From Full-Inclusion Early Childhood Programs Through the Early Elementary Period

Abstract

A large and well-characterized group of children with mild developmental delays initially enrolled in full-inclusion preschool or kindergarten programs was followed for 3 years. Changes in the type of inclusive placements as children transitioned to first and second grades were monitored, and associations between placement type and child and family characteristics were examined. Results revealed a high level of continuity in that most children remained in partial or full inclusion settings over time. However, a substantial reduction in full-inclusion placements occurred between the 2nd and 3rd year when children were completing the transition to first and second grades. Placements in less inclusive settings were associated with children's levels of cognitive and language development but not their adaptive, social, or behavioral characteristics. A hypothesis was put forward that placement in full-inclusion programs during the early childhood years creates a momentum to continue maximum participation in inclusive settings over time. Keywordsearly childhood inclusion; mild developmental delay; continuity and change Prompted by supportive legislation, positive parent perspectives, and numerous other factors, increasing numbers of children with developmental delays now participate in inclusive settings during their preschool and kindergarten years (U.S. Department of Education, 2004). Although the extent of involvement with typically developing children in these early education settings can vary considerably, a major goal has been to provide sufficient supports and services to enable young children to participate fully in typical education settings (Guralnick, 2001c(Guralnick, , 2005b. Indeed, numerous sophisticated strategies are now available to allow children with a wide range of developmental characteristics to be full partners in instructional and social activities in typical early childhood (i.e., full-inclusion) programs (Guralnick, 2001b).The decision to place a child in a fully inclusive setting is a complex one, involving many and often competing factors. Program quality, specific child characteristics, family goals, professional advice, and receptivity and experience of the educational and program staff are only some of the key issues that enter into the decision process (see Bailey, McWilliam, Buysse, & Wesley, 1998;Hanson et al., 1998). Moreover, a decision to place a child in a fully inclusive program during the early childhood period constitutes an important commitment and often carries the expectation that through advocacy for appropriate services and program accommodations, a child will be able to continue to be fully included in the years ahead (Hanson et al., 2001 This expectation is challenged almost immediately, however, in the transition to the first and second grades, where academic demands increase and peer relationships and social networks become more salient (e.g., Ladd & Kochenderfer, 1996;Perry & Weinstein, 1998). Indeed, available evidence suggests that children with developmental...

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

“…Early participation in inclusive school programmes is predictive of later continuity in inclusive settings (Guralnick and others, ). When moving a child from a segregated to an inclusive setting, a skilled team of service providers can ensure ongoing support and attention to child‐specific variables (Gibb and others, ).…”

Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece

“…Similar directives have been endorsed by governments around the world and subsequently transformed into their legislative frameworks. Early childhood inclusion is based on the assumption that: it creates equal learning opportunities for children with disabilities; provides young children with opportunities to socialise with their peers in a range of natural environments; facilitates participation in community settings over time; and enriches children's development (Brown and Guralnick 2012;Guralnick et al 2008).…”

De l’éducation inclusive à une communauté éducative pour tous

“…En effet, les exigences imposées par les systèmes et leurs normes scolaires ou sociales s'avèrent une barrière souvent infranchissable pour eux (Gombert, Tsao, Perone et Tardif, 2016 ;Slee, 2011). En outre, malgré les efforts de mise en oeuvre de politiques dites inclusives, un certain nombre d'enfants se voient encore empêchés de fréquenter la classe ordinaire de l'école de leur quartier ou de leur secteur, car leurs troubles ou leurs caractéristiques personnelles les en excluent d'emblée (Chatenoud, Horvais et Odier-Guedj, 2016) ou au fur et à mesure qu'ils avancent en âge (Guralnick, Neville, Hammond et Connor, 2008 ;Hanson et coll., 2000). L'implantation de l'éducation inclusive reste donc lente et difficile (Frankel, Susan et Amanda, 2010 ;Hutchinson, 2010 ;Smith, 5. 2007) et de nombreux enfants se retrouvent encore en marge de la communauté éducative, ce qui constitue une violation de leur droit à l'éducation avec les autres (Carrington et coll., 2012 (Kontos, Moore et Giorgetti, 1998 ;Tsao et coll., 2008).…”