Dynamic and Uncertain Pathways between Early Childhood Inclusion Policy and Practice

International Journal of Child Care and Education Policy

Volumn 2, Issue 1, 2008, Pages 67-75

  Onaga, Esther E ^a   Martoccio, Tiffany L ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

inclusion; policy; USA

Indexed keywords

EID: 84909275617     PISSN: 19765681     EISSN: 22886729     Source Type: Journal    
DOI: 10.1007/2288-6729-2-1-67     Document Type: Article

References (26)

1. Buysse, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education, 26, 434–461.
2. Chugani, H. T., & Bruer, J. (1998). Neuroscience and public policy. Public Health Reports, 113(6), 480–482.
3. Cook, B. G. (2001). A comparison of teachers’ attitudes toward their included students with mild and severe disabilities. The Journal of Special Education, 34(4), 203–213.
4. Diamond, K., & Hestenes, L. (1994). Preschool children’s understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5, 301–309.
5. Diamond, K., & Hestenes, L. (1996). Preschool children’s conceptions of disabilities: The salience of disability in children’s ideas about others. Topics in Early Childhood Special Education, 18, 118–128.
6. Diamond, K., Hestenes, L., & O’Connor, C. (1994, April). Preschool children’s understanding of disabilities. Paper presented at the American Educational Research Association Annual Conference, New Orleans.
7. Fullan, M. G. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
8. Guralnick, M. J., (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1–18.
9. Keifer-Boyd, K., & Kraft, L. M. (2003). Inclusion policy in practice. Art Education, 56(6), 46–53.
10. Lieber, J., Hanson, M. J., Beckman, P. J., Odom, S. L., Horn, E., & Woley, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83–98.
11. McLaughlin, M. W. (1990). The rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11–16.
12. Michigan Annual Performance Report (2005/06). Michigan’s State Performance Plan: Indicator 6. Lansing, MI: Michigan Department of Education.
13. Mungai, A., & Thornburg, D. (2005). Rethinking our policy and practice. In A. Mungai & E. Kogan (eds.), Pathways to inclusion: Voices from the field (pp. 47–62). Oxford, UK: University Press of America, Inc.
14. Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20–27.
15. Odom, S.L., & Diamond, K.E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3–25.
16. Peck, C., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perception of outcomes for typically developing children enrolled in integrated early childhood programs: A statewide survey. Journal of Early Intervention, 16, 53–63.
17. Peck, C. A., Furman, G. C., & Helmstetter, E. (1993). Integrated early childhood programs: Research on implementation of change in organizational contexts. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs (pp. 187–205). Baltimore, MD: Paul H. Brookes.
18. Perner, D., & Porter, G. L. (2000). Creating inclusive schools: Changing roles and strategies. In A. Hilton (Ed.), Best practices in the special education of students with mental retardation. Austin, TX: Pro-Ed.
19. Salisbury, C. L. (1991). Mainstreaming during the early childhood years. Exceptional Children, 58(2), 146–155.
20. Schwartz, I. S., Sandall, S. R., Odom, S. L., Horn, E., & Beckman, P. J. (2002). I know it when I see it: In search of a common definition of inclusion. In S. L. Odom (ed.) Widening the Circle. Including Children with Disabilities in Preschool Programs. New York: Teacher’s College Press.
21. Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. Ypsilanti, MI: High/Scope Press.
22. Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., et al. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264–288.
23. Smith, M. K., & Smith, K. E. (2000). “I believe in inclusion, but—”: Regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education, 14(2), 161–180.
24. Umpstead, R. R. (2008). The no child left behind act: Is it an unfunded mandate or a promotion of federal education ideals? Journal of Law and Education, 37(2), 193–229.
25. Wolery, M., & Wilbers, J. (Eds.). (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.
26. Wright, P., & Wright, P. (2007). Wrightslaw: Special education law (2nd ed.). Hartfield, VA: Harbor House Law Press, Inc.