Professional Documents
Culture Documents
University of Kentucky
What We Know
Early care provides are often reticent to provide care to young children with disabilities (Pressler, 1996; Buysee, Westley, Bryant & Gardner, 1999) for various reasons
Belief that doing so will cost extra money Attention will be diverted from children without disabilities Inclusion will adversely effect program quality
Is there a relationship between program quality and the presence of children with disabilities?
Gather in-depth data on community-based early care and education programs serving children with disabilities Examine variables that impact the quality of childrens early care and education experiences Determine how the state of Kentucky has addressed barriers to/misconceptions about providing child care to children with disabilities
Sample
State-wide representative yearly sample (N = 120) of licensed, center-based child care programs
5 years of evaluation study yielded sample of ~600 programs serving children with disabilities
Sample, cont
Sample, cont
Infant/Toddler Noninclusive 41 39 38 37 33
30
Inclusive 25 33 30 27 28
25
Inclusive 11 10 4 5 6
8
Measures
Widely used for examining program quality in classrooms serving 2 1/2 to 5 year olds Subscales include Space & Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, Program Structure, Parents & Staff
Early Language and Literacy Classroom Observation (ELLCO; Smith, et al., 2002)
Broad language & literacy classroom observation for use in preschool classrooms Subscales include Literacy Environment Checklist, General Classroom Environment, Language, Literacy and Curriculum, Book Reading, Writing Programs with higher level of Kids Now participation received higher score on quality measures
Measures, cont
Widely used for examining program quality in classroom serving birth-30 month olds Subscales include Space and Furnishings, Personal Care Routines, Listening and Talking, Activities, Interaction, Program Structure and Parents and Staff
15 questions survey completed by directors of centers in Evaluation Program, enrollment and staff information Professional development components of program Extent of participation in KIDS NOW and local childhood councils
10 question survey completed by teachers of classrooms in SNAPSHOT study Classroom teacher and child demographics Experience, child care education, professional development
Results, cont
Results, cont
ITERS-R
6 5 4 3 2 1 0 2003 2004 2005 2006 2007 2008 non-inclusive inclusive
ELLCO
90 80 70 60 50 40 30 20 10 0
5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0
ITERS-R
non-inclusive
inclusive
non-inclusive
inclusive
non-inclusive
inclusive
Correlational Data
In observed preschool classrooms, those with greater numbers of children with disabilities enrolled had higher program quality scores.
ECERS-R 2003 2004 2005 2006 .28* .33* .34* .29* ELLCO .42** .31* .38** .39*
2006
2008
.37**
Not significant
.48**
No data
Directors in Inclusive programs have higher education levels than directors in Non-inclusive programs
100 90 80 70 60 50 40 30 20 10 0
non-inclusive inclusive
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Implications
Ensuring high quality early care and education in inclusive settings is possible Statewide initiatives in Kentucky that may have influenced findings:
Policies on the delivery of early intervention services in the natural environment Support from regional training centers on including children with disabilities in child care programs Development of professional competencies at all career levels in early care and education for working with young children with special needs
References
Buysse, V., Wesley, P. W., Bryant, D., & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65(3), 301-314. Grisham-Brown, J., Cox, M., Gravil, M., & Missall, K. (2010). Differences in child care quality for children with and without disabilities. Manuscript submitted for publication to Early Education and Development, 21(1), 2137. Harms, T., Clifford, R. M., & Cryer, D. (1998). Early Childhood Environment Rating Scale-Revised. New York, NY: Teachers College Press. Harms, T., Cryer, D., & Clifford, R. M. (2003). Infant/Toddler Environment Rating Scale, New York, NY: Teacher College Press. Presler, B., & Sonoma State Univ., R. (1996). Health and safety considerations: Caring for young children with exceptional health needs. (ERIC Document Reproduction Service No. ED402727). Retrieved March 25, 2008, from ERIC database. Smith, M., Dickenson, D., Sangeorge, A., & Anastasopoulos, L. (2002). Early Language and Literacy Classroom Observation (ELLCO). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.