Inclusion in the context of competing values in early childhood education

Bailey, Donald B.; McWilliam, R. A.; Buysse, Virginia; Wesley, Patricia W.

doi:10.1016/s0885-2006(99)80024-6

Cited by 87 publications

(62 citation statements)

References 51 publications

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“…Tel qu'évoqué dans l'introduction de cet article, d'autres auteurs ont constaté que les services seraient encore largement orientés vers les besoins de l'enfant ayant des incapacités et moindrement sur les besoins de la famille (Bailey, McWilliam, Buysse, & Wesley, 1998;Beckman, Newcomb, Frank, & Brown, 1996). Il est fort possible que la configuration des services existants influence les parents dans la formulation de leurs besoins.…”

Section: Discussionunclassified

Familles de jeunes enfants présentant des incapacités intellectuelles : étude des besoins et du sentiment d’appropriation du pouvoir

Dionne

Chatenoud

McKinnon

2016

enfance

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Tous droits réservés © Enfance en difficulté, 2016Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de

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Section: Discussionunclassified

Familles de jeunes enfants présentant des incapacités intellectuelles : étude des besoins et du sentiment d’appropriation du pouvoir

Dionne

Chatenoud

McKinnon

2016

enfance

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“…Este facto remete-nos para um dos argumentos a favor da inclusão na idade pré-escolar que considera que esta promove o desenvolvimento de competências sociais e comportamentais durante as actividades lúdicas (Bailey, McWilliam, Buysse, & Wesley, 1998).…”

Section: Figura 2 Distribuição Dos Comportamentos Sociais E Comunicatunclassified

Interacções sociais e comunicativas entre uma criança com perturbação doespectro do autismo e os seus pares sem necessidades educativas especiais:Estudo de caso

Gaspar¹,

Serrano

2012

Análise Psicológica

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Neste estudo observámos as interacções sociais e comunicativas, numa sala de jardim-de-infância, entre uma criança com PEA e os seus pares sem NEE, em dois momentos (actividade lúdica entre a criança com PEA e dois pares sem NEE, na presença de um adulto e depois sem a presença do adulto). O estudo tem como objectivos: analisar o papel do adulto e a forma como decorrem as interacções e identificar comportamentos sociais e comunicativos presentes. No final do estudo verificámos que a criança com PEA tomou um papel passivo e, os seus pares, raramente deram seguimento aos comentários que fez durante as interacções. As interacções foram básicas e pouco recíprocas. Na presença do adulto, a criança com PEA utilizou uma maior variedade de comportamentos sociais e comunicativos. Estes aspectos alertam para a necessidade e importância de treino específico dos pares sem NEE das crianças com PEA, de forma a maximizar as oportunidades sociais e comunicativas na sala de jardim-de-infância. Palavras-chave:Actividades lúdicas, Interacções sociais e comunicativas, Jardim-de-infância, Perturbação do espectro do autismo. INTRODUÇÃOA adaptação dos pais às variáveis emocionais, cognitivas, sociais e comunicativas das suas crianças deverá ser um dos principais focos de atenção na avaliação e intervenção das famílias, com crianças com necessidades educativas especiais (NEE) (Barnett, Clements, Estrin- Kaplan, & Fialka, 2003). No caso específico das famílias com crianças com perturbação do espectro do autismo (PEA), à medida que se observam os primeiros sinais de alarme, os pais deparam-se com o desenvolvimento atípico dos seus filhos, encarando a necessidade de uma avaliação cuidada e de uma intervenção que vá ao encontro das expectativas e necessidades da família. O acesso à educação é uma das maiores preocupações das famílias, principalmente quando nestas existem crianças com necessidades educativas especiais (NEE). Associada a esta preocupação, surge a necessidade cada vez mais presente que os pais têm, quer por motivos pessoais, quer financeiros ou económicos, de colocar os seus filhos em serviços de educação, durante grande parte do dia. Ao fazerem-no, os pais esperam que os seus filhos possam usufruir de experiências que maximizem as suas competências desenvolvimentais, de forma divertida e estimulante. A realização deste trabalho de investigação surgiu com o intuito de responder a algumas questões: Como são as interacções entre uma criança com PEA e os seus pares sem NEE? Qual o papel que 67A correspondência relativa a este artigo deverá ser enviada para: Ana Gaspar Getting it, Pediatria e desenvolvimento Lda., Rua Professor Melo Adrião, 217, 4100-340 Porto.

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“…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).…”

Section: Introductionmentioning

confidence: 99%

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

Guralnick

Neville²,

Hammond³

et al. 2008

Journal of Early Intervention

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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...

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Inclusion in the context of competing values in early childhood education

Cited by 87 publications

References 51 publications

Familles de jeunes enfants présentant des incapacités intellectuelles : étude des besoins et du sentiment d’appropriation du pouvoir

Familles de jeunes enfants présentant des incapacités intellectuelles : étude des besoins et du sentiment d’appropriation du pouvoir

Interacções sociais e comunicativas entre uma criança com perturbação doespectro do autismo e os seus pares sem necessidades educativas especiais:Estudo de caso

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

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