Program quality characteristics in segregated and inclusive early childhood settings

Program quality characteristics in 58 community-based early childhood settings which were currently serving at least one child with disabilities were examined. Observations of the environment and classrooms practices were conducted in the classrooms and teachers completed questionnaires related to beliefs in and implementation of Developmentally Appropriate Practices (DAP). Results indicated that segregated and inclusive settings were generally similar across measures of program quality and levels of quality were moderately good in both types of settings. Teacher demographic variables were not related to the selected program quality indicators. The similarity in selected quality characteristics may reflect ongoing convergence in practice and quality in early childhood and early childhood special education settings.