Family and Professional Priorities for Inclusive Early Childhood Settings

被引：9
|
作者：
Hurley, Jennifer J. [1 ]
Horn, Eva M. [2 ]
机构：
[1] Univ Vermont, Dept Educ, Burlington, VT 05405 USA
[2] Univ Kansas, Lawrence, KS 66045 USA
来源：
JOURNAL OF EARLY INTERVENTION | 2010年 / 32卷 / 05期
关键词：
early childhood; inclusion; family perceptions; early childhood special education; PRESCHOOL INCLUSION; Q-METHODOLOGY; CONTEXT;
D O I：
10.1177/1053815110385650
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The purpose of this study was to provide information about what characteristics from the variety of inclusive early childhood programs are most valued and least valued by families and professionals. Participants were 10 family members of young children with disabilities being served in inclusive programs and 10 early childhood professionals working in inclusive programs. A combination of Q-sort and qualitative research techniques were used. Participants generated one general factor viewpoint concerning what characteristics of inclusive early childhood programs are the most and least valuable. Interviews provided qualitative clarification concerning why participants did or did not value certain program characteristics and information about participants' beliefs concerning inclusive early childhood programs.
引用
收藏
页码：335 / 350
页数：16
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