Inclusion in a Childcare Context: Experiences and Attitudes of Family Childcare Providers

Topics in Early Childhood Special Education

Volumn 19, Issue 4, 1999, Pages 217-224

  Buell, Martha J ^a   Gamel Mccormick, Michael ^a   Hallam, Rena A ^b  

^a UNIVERSITY OF DELAWARE   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033268828     PISSN: 02711214     EISSN: None     Source Type: Journal    
DOI: 10.1177/027112149901900402     Document Type: Article

References (31)

1. Bagnato, S., Neisworth, J., & Kontos, S. (1987). Integrated day care as special education: Profiles of programs and children. Topics in Early Childhood Special Education, 7(1), 28-47.
2. Bruder, M.B., & Brand, M. (1995). A comparison of two types of early intervention environments serving toddler-age children with disabilities. Infant-Toddler Intervention: The Transdisciplinary Journal, 5, 207-217.
3. Children's Defense Fund. (1998). Facts on child care [Web page]. Available: http://www.childrensdefense.org/cc_facts.html
4. DeBord, K., & Sawyers, J. (1996). The effects of training on the quality of family child care for those associated with and not associated with professional child care organization. Child and Youth Care Forum, 25, 7-15.
5. Deiner, P. (1992). Family day care and children with disabilities. In D. Peters & A. Pence (Eds.), Family day care: Current research for informed public policy (pp. 129-146). New York: Teachers College Press.
6. Deiner, P., & Whitehead, L. (1988, March). Delaware FIRST: Implementing handicapped infantltoddler curriculum through families and family day care providers. Paper presented at the Annual Convention of the Council for Exceptional Children, Washington, DC.
7. Family Child Care Licensing Study. (1996). National Child Care Advocacy Project. Washington, DC: Children's Foundation.
8. Fewell, R., & Neisworth, J. (1987). Foreword. Topics in Early Childhood Special Education, 7(1), ix-x.
9. Galinsky, E., Howes, C., Kontos, S., & Shinn, M. (1994). The study of children in family child care and relative care—Key findings and policy recommendations. Young Children, 50, 58-61.
10. Gans, K. (1987). Willingness of regular and special educators to teach students with handicaps. Exceptional Children, 54(1), 41-45.
11. Giovinazzo, C., & Cook, D. (1995). PROJECT TOGETHER: Family child care providers' commitment to continuing education and inclusion. Infants and Young Children, 8, 26-36.
12. Goelman, H., & Pence, A. (1988) Children in three types of day care: Daily experiences, quality of care and developmental outcomes. Early Child Development and Care, 33, 67-76.
13. Hayes, C.D., Palmer, J.L., & Zaslow, M.J. (1990). Who cares for America's children? Washington, DC: National Academy Press.
14. Helburn, S., & Howes, C. (1996). Child care cost and quality. The Future of Children, 6(2), 62-82.
15. Kagan, S.L., & Cohen, N.E. (1997). Not by chance: Creating an early care and education system for America's children. The quality 2000 initiative [Abridged Report]. New Haven, CT: Bush Center in Child Development and Social Policy, Yale University. (ERIC Document Reproductions Service No. ED417027)
16. Kontos, S. (1988). Family day care as an integrated early intervention setting. Topics in Early Childhood Special Education, 8(2), 1-4.
17. Kontos, S. (1994). The ecology of family day care. Early Childhood Research Quarterly, 9, 87-110.
18. Lynch, M., & Huntsberger, D. (1976). Elements of statistical inference for education and psychology. Boston: Allyn & Bacon.
19. National Association for the Education of Young Children. (1996). Guidelines for preparation of early childhood professionals: Guidelines developed by the National Association for the Education of Young Children and the Division for Early Childhood of the Council for Exceptional Children and the National Board of Professional Teaching Standards. Washington DC: Author.
20. Odom, S., & Diamond, K. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13(1), 3-25.
21. Odom, S., & McEvoy, M. (1988). Integration of young children with handicaps and normally developing children. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 241-268). Baltimore: Brookes.
22. Peters, D., & Pence, A. (1992). Family day care: Issues and information needs. In D. Peters & A. Pence (Eds.), Family day care: Current research for informed public policy (pp. 1-7). New York: Teachers College Press.
23. Sachs, J. (1988). Teacher preparation, teacher self-efficacy and the regular education initiative. Education and Training in Mental Retardation, 23, 327-332.
24. Sachs, J. (1990). The self-efficacy interaction between regular educators and special education students: A model for understanding the mainstreaming dilemma. Teacher Education and Special Education, 13, 235-239.
25. Salkever, M., & Connolly, A. (1988). Day care for disabled children. Baltimore: Maryland Committee for Children.
26. Schnur, E., Koffler, R., Wimpenny, N., Giller, H., & Rafield, E. (1995). Family child care and new immigrants: Cultural bridges and support. Child Welfare, 74, 1237-1248.
27. Smith, B., & Rose, D. (1991). Identifying policy options for preschool mainstreaming [Monograph]. Pittsburgh, PA: Research Institute on Preschool Mainstreaming, Allegheny-Singer Research Institute.
28. SPSS for Windows Rel 8.0.1 [Computer software]. (1998, May). Chicago: SPSS.
29. Striefel, S., Killoran, J., & Quintero, M. (1991). Functional integration for success: Preschool intervention. Austin, TX: PRO-ED.
30. Stoiber, K.C., Gettinger, M., & Goetz, D. (1998). Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion. Early Childhood Research Quarterly, 13(1), 107-124.
31. Wolery, M., & Wilbers, J. (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.