Preschool inclusion in the United States: a review of research from an ecological systems perspective

Abstract

Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem), family perspectives (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem) is described. Positive developmental and behavioral outcomes occur for children with and without disabilities in inclusive settings, although as a group, children with disabilities are not as socially integrated as their typically developing peers. Parent attitudes are generally positive although they voice some concerns about inclusion. Several social policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) serve as barriers to and facilitators of implementation of preschool inclusion, and cultural variables shape the nature of inclusive classrooms as well as family access to inclusive settings.

Quality of Individualized Education Program Goals of Preschoolers With Disabilities

“…Thus, the most appropriate intervention settings in early childhood are the contexts where sameage, typically developing children spend their time-that is, the family home and the child care or preschool classroom (Gamelas, 2003). Odom et al (2004) cite several studies, suggesting that the inclusion of children with disabilities in preschool has benefits for children both with and without disabilities and their families and communities. They note, however, that many of the benefits occur…”

A Document Analysis of the National Association for the Education of Young Children's Developmentally Appropriate Practice Position Statement: What Does it Tell Us about Supporting Children with Disabilities?

“…Still, in the literature, this type of instructional strategy remains in conversations around children with disabilities rather than a way to engage any child in a classroom setting. The Division for Early Childhood (DEC) -a division of the Council for Exceptional Children -and other special education outlets regularly publish articles (Odom et al, 2004;Baker-Ericzén et al, 2009) and texts (for example, Sandall & Ostrosky, 2000) around supporting children with disabilities, but these may not be as accessible to or sought out by general ECE teachers, thus further limiting their exposure to inclusive practices. For example, the DEC has recently published a monograph in its series 'Young Exceptional Children' titled Quality Inclusive Services in a Diverse Society.…”

Development of a Routines-Based Early Childhood Intervention model

“…Finally, families are mostly positive about their children participating in inclusive settings and they become more positive over time. (ODOM et al, 2004). However, for children and families to benefit from inclusion, it is important that the ECEC programs are of a high quality, adapted to take into consideration the additional needs of children, in which support is provided to ensure effective inclusion (e.g., professional development, continuing coaching and consultation, planning time), collaboration among ECI professionals and ECEC professionals is ongoing, parents are collaborated with to determine their priorities for their children, and that intervention is embedded into identified activities or routines that occur in the natural environment.…”