'Mom, will Kaelie always have possibilities?': The realities of early childhood inclusion

Phi Delta Kappan

Volumn 84, Issue 1, 2002, Pages 73-76

  Hanline, Mary Frances ^a   Daley, Steven ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26044435224     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170208400115     Document Type: Review

References (16)

1. Sue Bredekamp and Carol Copple, eds., Developmentally Appropriate Practice in Early Childhood Programs (Washington, D.C.: National Association for the Education of Young Children, 1997);
2. and DEC Task Force on Recommended Practices, DEC Recommended Practices: Indicators of Quality Programs for Infants and Young Children with Special Needs and Their Families (Reston, Va.: Council for Exceptional Children, 1993).
3. Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (Washington, D.C.: U.S. Department of Education, 1998).
4. Dorothy K. Lipsky and Alan Gartner, Inclusion and School Reform: Transforming America's Classrooms (Baltimore: Paul H. Brookes, 1997);
5. and Michael J. Guralnick, "Early Childhood Mainstreaming," Topics in Early Childhood Special Education, Summer 1990, pp. 1-17.
6. Elaine P. Simon and Andrew E. Gilman, "Mainstreaming Visually Handicapped Children," Exceptional Children, vol. 45, 1983, pp. 463-64;
7. and Pearl E. Tait and Charles Wolfgang, "Mainstreaming a Blind Child: Problems Perceived in a Preschool Day Care Program," Early Child Development and Care, vol. 13, 1984, pp. 155-67.
8. Susan Lamorey and Diane Bricker, "Integrated Programs: Effects on Young Children and Their Parents," in Charles A. Peck, Samuel A. Odom, and Diane D. Bricker, eds., Integrating Young Children with Disabilities into Community Programs (Baltimore: Paul H. Brookes, 1993).
9. Michael J. Guralnick and Diane Paul-Brown, "Functional and Discourse Analysis of Nonhandicapped Preschool Children's Speech to Handicapped Children," American Journal of Mental Deficiency, vol. 84, 1980, pp. 444-54.
10. Samuel L. Odom, Michelle DeKlyen, and Joseph R. Jenkins, "Integrating Handicapped and Nonhandicapped Preschoolers: Developmental Impact on the Nonhandicapped Children," Exceptional Children, vol. 51, 1984, pp. 41-49.
11. Margaret C. Wang, "Serving Students with Special Needs Through Inclusive Education Approaches," in Judy Lupart, Anne Marie McKeough, and Carolyn Yewchuck, eds., Schools in Transition: Rethinking Regular and Special Education (Toronto: Thomas Nelson Canada, 1996), pp. 143-63;
12. and Debbie Straub and Charles A. Peck, "What Are the Outcomes for Nondisabled Students?," Educational Leadership, December 1994/January 1995, pp. 36-40.
13. William D. Eiserman, Lenore Shisler, and Suzanne Healey, "A Community Assessment of Preschool Providers: Attitudes Toward Inclusion," Journal of Early Intervention, vol. 19, 1992, pp. 149-67.
14. Kim Galant and Mary Frances Hanline, "Parental Attitudes Toward Mainstreaming Young Children with Disabilities," Childhood Education, vol. 69, 1993, pp. 293-99.
15. Kim Galant and Mary Frances Hanline, "Parental Attitudes Toward Mainstreaming Young Children with Disabilities," Childhood Education, vol. 69, 1993, pp. 293-99. Ibid.
16. Phillip S. Strain, "LRE for Preschool Children with Handicaps: What We Know, What We Should be Doing," Journal of Early Intervention, vol. 14, 1990, p. 294.