Including all children: The ADAʼS challenge to early intervention

Craig, Susan E.; Haggart, Ann G.

doi:10.1097/00001163-199410000-00004

Cited by 5 publications

(3 citation statements)

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“…The Americans with Disabilities Act (ADA) passed in 1990 requires childcare centres, as places of business, to include children with disabilities and to make appropriate modifications that are needed for their full functioning. Title III of the ADA requires that centrebased childcare and homecare facilities examine their rooms and spaces, playgrounds, and activities to make themselves accessible to children with disabilities (Craig & Ann, 1994;Parette & Murdick, 1994). The Individuals with Disabilities Education Act (IDEA) reauthorised in 1997 requires children with disabilities to receive education and care in places where typically developing children spend their time.…”

Section: Literature Reviewmentioning

confidence: 99%

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

Jinnah-Ghelani¹,

Stoneman

2009

Child Care in Practice

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When a school-age child with disabilities is accepted into a childcare setting, it is only the first step. The sustenance of the care option depends on whether the setting makes appropriate adaptations to accommodate the child with disability in the setting. Parents face a host of challenges related to adaptations and accommodations. This study focuses on parents' perspectives related to features needed to appropriately accommodate schoolage children with disabilities in childcare and other out-of-school settings. Five focus groups attended by 29 parents and eight telephone interviews were conducted. Data were analysed qualitatively using a grounded theory approach and QSR 6, a non-statistical software package for qualitative data. The adaptations identified by parents included adaptations related to physical space and activities, adaptations focusing on socialisation with peers, supervision by staff, safety of children, parentÁprovider communication, and those focusing on the attitude and skills of childcare providers related to accommodating children with disabilities in childcare settings.

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Section: Literature Reviewmentioning

confidence: 99%

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

Jinnah-Ghelani¹,

Stoneman

2009

Child Care in Practice

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“…The clinical model of training typically involves a professional taking a child to a therapy room and using adult-directed teaching (Craig & Haggart, 1994). Incidental teaching, on the other hand, is child-directed intervention requiring that providers follow a child's interest.…”

Section: Challenges To Intervention Fidelitymentioning

confidence: 99%

On the Same Page: Seeking Fidelity of Intervention

Gomez

Walis

Baird

2007

Young Exceptional Children

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“…a gymnasium, health spa or other place of exercise or recreation" (Title III, section 301(7)). Early childhood intervention services are becoming more prevalent within such entities (Craig & Haggart, 1994).…”

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confidence: 99%

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

Bruder¹,

Staff²

1998

Topics in Early Childhood Special Education

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This article presents a descriptive analysis of 37 toddler-age children in early intervention. The children had disabilities that ranged from moderate to severe, and they attended classroom settings that were either segregated (children with disabilities only) or inclusive (childcare classrooms having no more than two children with disabilities). The two groups of children were comparable on indices of child development and family background, and they were placed in classrooms according to service availability and family preference. A number of service characteristics differentiated the two types of classrooms, including a higher intensity and frequency of related services being delivered to children in segregated classrooms and larger groups of children and slightly longer hours in the childcare classroom. After 1 year of intervention, there was no difference in developmental progress between the two groups of children; that is, inclusive childcare settings were as effective as segregated classrooms for the group of toddlers discussed in this article.

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Including all children: The ADAʼS challenge to early intervention

Cited by 5 publications

References 0 publications

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

On the Same Page: Seeking Fidelity of Intervention

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

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