Inclusion Bibliography By Year

All together in Head Start: A rural case study. (In press)

Horn, E., Marquart, J. M., & Gerregano, D. D.

This article describes an inclusive Head Start classroom and the community in which it is located. Several commonly-asked questions are addressed using the experiences from this classroom.

Dimensions in Early Childhood Education.

School and parent partnerships in the preschool years. (2005)

Block, J. S., Weinstein, J., & Seitz, M.

The Individuals with Disabilities Act (IDEA Amendments, 1997) requires that children with disabilities be included in regular education classes to the maximal extent possible. The law also recognizes parents as indispensable partners in the education of their child and requires that they be involved in decisions related to their child's IEP, placement, and progress. This chapter focuses on the importance of parent participation when working with children with autism. An open and friendly school system and an understanding of how a child with autism can impact family life help to facilitate parent/professional partnerships. Providing parents with information and services that respect their important influence on their child's development benefits both the school and the child. Parental involvement may pose some challenges to educators, but their input is a legal requirement with many potential benefits. Ultimately, the hope is that children and families will have more satisfying and productive lives when educators and parents work together effectively.

In D. Zager (Ed.), Autism spectrum disorders: Identification, education, and treatment (3rd ed., pp. 229-265). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.

Consultation in early childhood settings. (2005)

Buysse, V.

This book describes a process to help early childhood professionals who are serving as consultants to educators and caregivers of young children with disabilities from birth through age 5. The process involves the following 8 steps: (1) initiate contact with the consultee and establish open, respectful communication; (2) build rapport while gathering crucial information about the consultee; (3) work with the consultee to assess concerns and needs; (4) set goals directly related to these concerns and needs; (5) select appropriate strategies for meeting the goals; (6) prepare the consultee to implement the strategies; (7) evaluate the effectiveness of the strategies and the consultation itself; and (8) hold a summary conference to review outcomes and plan next steps. For each step, the authors provide a description of key consultation tasks, critical considerations for consultant and consultee, strategies for improving communication, and a “What If” section. The guide is meant to help consultants and consultees form strong, respectful partnerships that enhance child and family outcomes.

Baltimore: Paul H. Brookes Publishing Co.

Promoting Inclusion by Improving Child Care Quality in Inner-City Programs. (2005)

Campbell, P., Milbourne, S., Silverman, C., & Feller, N.

An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs. A total of 283 directors and child caregivers participated in 1 of 15 courses that used the infant-toddler (n = 8) or preschool (n = 7) curricula of the training program. Each training curricula presented age-specific content in didactic class sessions scheduled across a 3- to 4-month time period. These class sessions were combined with three on-site consultation visits and an out-of-class assignment. Following participation in the training program, quality of care increased in infant-toddler and preschool classrooms. Before and after training, caregivers’ interactions with children were characterized as neither punitive nor detached but with only moderate levels of positive interaction and permissiveness.

Journal of Early Intervention, 28(1), 65-79.

Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. (2005)

Chang, F., Early, D. M., & Winton, P. J.

The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher’s role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special education/early intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special education/early intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.

Journal of Early Intervention, 27(2), 110-124.

Inclusion and development in the early years: Making inclusion conventional? (2005)

Clough, P., & Nutbrown, C.

This special issue of Child Care in Practice focuses on inclusive early childhood education and care. It highlights both global and local issues related to inclusion and discusses barriers as well as practices that promote the inclusion of all young children in high-quality preschool programs. The collection of articles offers a wide range of strategies for those who are pursuing the goal of providing all young children with equal opportunities to participate in their communities.

Child Care in Practice, 11(2), 99-102.

Preschoolers' ideas about disabilities. (2005)

Diamond, K. E., & Huang, H.

This article discusses the ideas and attitudes that typically developing 3- to 5-year old children have about classmates with disabilities. The authors examine how parents, teachers, and experiences in inclusive preschool programs may affect children's perceptions and offer strategies for teachers to use to promote understanding and interaction between children with and without disabilities.

Infants & Young Children, 18(1), 37-46

Inclusion, impact and need: Young children with a visual impairment. (2005)

Gray, C.

In the past decade there has been a growing impetus to include children with special needs in typical educational classrooms. However, there is very little research available about the needs of children with visual impairments (VI) in preschool settings. This paper describes a study that explored this topic by examining the perceptions and experiences of parents, young children with visual impairments, and early childhood professionals. The findings demonstrate that there has been a recent increase in the number of children with VI in early care settings in Northern Ireland. The interviewees were generally committed to the idea of inclusive education, but were concerned about the lack of training available for staff in the area of VI. They were also critical of specialist schools in Northern Ireland for failing to offer a full range of educational opportunities to children with VI.

Child Care in Practice, 11(2), 179-190.

Blended practices for teaching young children in inclusive settings. (2005)

Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K.

This book provides an innovative approach to preparing future early childhood educators. It addresses the fact that most early childhood educators will work in inclusive settings and blends research from the fields of early childhood education and early childhood special education. It also encourages practices that blend a variety of evidence-based, effective approaches to meet the diverse needs of young children with and without disabilities.

Baltimore: Paul H. Brookes Publishing Co.

An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools. (2005)

Hamilton, D.

This article describes a study that was done to investigate the interactive engagement of young children with Down syndrome who attended inclusive preschools for a period of 2 years. The children displayed fewer interactions with peers than typically developing children for the duration of the study. Additionally, interactive engagement for the children with Down syndrome was largely unrelated to the characteristics of class activities, while typically developing children responded positively to specific activities that were used to encourage peer interaction. The authors discuss these findings in terms of the inadequacy of informal strategies that are often used to improve interactive engagement of children with disabilities in inclusive preschools.

International Journal of Disability, Development and Education, 52(2), 121-137

Identifying skills for promoting successful inclusion in kindergarten. (2005)

Kemp, C., & Carter, M.

This study looked at skills identified by teachers as being essential for the successful inclusion of children with special needs in regular kindergarten classrooms. Selected skills of 33 children with intellectual disabilities were measured after one term in an inclusive kindergarten setting. Teacher perceptions of the children's skills were also measured after one term and again at the end of the school year. Teachers generally identified classroom, social, and self-help skills as being critical to successful inclusion. These skills were similar to those identified in earlier studies, suggesting the findings are robust. Children who were perceived by their teachers as being more successfully included in the classroom demonstrated better on-task behavior and direction-following skills than those who were perceived as being less successfully included. However, the relationship between direct and indirect measures of the children's' skills was weak, which raises questions about research based entirely on teacher perception.

Journal of Intellectual and Developmental Disability, 30(1), 31-44.

The delusion of full inclusion. (2005)

Mock, D. R., & Kauffman, J. M.

This chapter discusses the full inclusion movement (FIM) in special education. The authors state that the place of instruction, rather than instruction itself, has become a central issue in this movement. They present arguments against this notion, which they refer to as “the delusion of full inclusion.”

In R. Foxx, J. A. Mulick & J. W. Jacobson (Eds.), Controversial therapies for developmental disabilities: Fad, fashion and science in professional practice (pp. 113-128). Mahwah, NJ: Lawrence Erlbaum Associates.

Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. (2005)

Rafferty, Y., & Griffin, K. W.

This study compares perspectives about benefits and risks of inclusion of 237 parents of children with and without disabilities and 118 providers in the same community-based reverse inclusion preschool program, using the same measures. Confirmatory factor analyses revealed a two factor structure, risks and benefits, based on scale scores from the study samples. Providers and parents strongly agreed that inclusion was beneficial for both preschoolers with and without disabilities. Parents’ perspectives about potential risks for both groups of children were greater than providers’ perspectives. Providers and parents reported greater support for including children with mild and moderate disabilities than children with severe disabilities. Attitudes toward inclusion among providers were not associated with years of experience. Implications for practice and research were discussed.

Journal of Early Intervention, 27(3), 173-192.

Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings. (2005)

Rheams, T. A., & Bain, S. K.

The perceptions of 137 teachers toward social interaction interventions for young children with special needs were studied. Both teachers working in self-contained classrooms and teachers working in inclusive classrooms were found to have remarkably similar perceptions related to the following variables: theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. These findings are discussed in the context of implications for the consultation practices of school psychologists and other related professionals.

Psychology in the Schools, 42(1), 53-63.

Inclusion in the early years: From rhetoric to reality. (2005)

Ross Watt, F.

Throughout Scotland teachers are facing a variety of issues related to inclusion. This case study documents the experiences one young girl with Spina Bifida as she progresses through nursery school, transitions into an inclusive primary one classroom, and advances through primary one to the end of the year. The school she attends is one that prior research identified as using good inclusive practices. The reality of implementing these practices and their effects are presented from the perspectives of teachers, parents, classroom assistants, and most importantly, from the perspective of the child herself.

Child Care in Practice, 11(2), 103-118.

Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. (2005)

Sadler, J.

Early education teachers of a cohort of young children with preschool diagnoses of moderate to severe speech/language impairment were questioned about their attitudes toward the inclusion of these children in their classrooms. Generally the teachers' attitudes were positive, however many reported having little to no training in the area of speech and language impairments. The teachers generally had to rely on 'hands on' experience and books to acquire knowledge. Overall, they reported low levels of confidence in their ability to fully meet the educational needs of these young students.

Child Language Teaching and Therapy. 21(2), 147-163.

Teaching a child with autism to share among peers in an integrated preschool classroom: Acquisition, maintenance, and social validation. (2005)

Sawyer, L. M., Luiselli, J. K., Ricciardi, J. N., & Gower, J. L.

A multi- component intervention plan was implemented to teach a four-year boy with autism to share with his typically peers in an inclusive preschool classroom. Before daily play sessions, the boy practiced sharing with one other child and an instructor, who directed and demonstrated desirable behaviors. During actual play, he was given prompts to share and contingent praise was offered. When all components of the plan were used, the boy's sharing was comparable with that of his peers. When only the prompting and social reinforcement components were used, his physical sharing decreased. Improved sharing continued with ongoing intervention.

Education and Treatment of Children, 28(1), 1-10.

An empirical examination of toddler development in inclusive childcare. (2005)

Stahmer, A. C., & Carter, C.

This study examined the social, behavioral, communication, and cognitive development of typically developing toddlers enrolled in an early childhood program together with children with developmental disabilities. Outcomes on standardized assessments indicated excellent gains in cognitive and language development compared with norms for those assessments, and no detrimental effects on behavior. The results build on a previous study done on the same inclusive preschool program, which showed that parents of typically developing children saw many benefits to having their children enrolled in a program that included children with disabilities.

Early Child Development and Care, 175(4), 321-333.

Childcare patterns and issues for families of preschool children with disabilities (2004)

Booth-LaForce, C., & Kelly, J. F.

This article discusses the findings of a longitudinal study of childcare patterns for 89 young children with developmental disabilities. Compared with census data and a sample of typically developing children, these children started childcare later, attended for fewer hours, were more likely to be in informal settings, and were less likely to transition into formal settings as they got older. The children's mothers identified the following as major issues of concern: finding high quality care, costs, transportation, and integrating childcare with other needed services. For children who were not in childcare, those whose mothers identified their special needs as an issue in keeping them out of care showed lower adaptive behavior scores than those whose mothers did not consider this to be an issue. These two groups had comparable diagnoses, mental development scores, and motor development scores. The authors examine these findings in the context of the need for good-quality childcare options, family leave policies, and welfare work expectations.

Infants & Young Children, 17(1), 5-16.

An activity-based approach to early intervention. 3rd ed. (2004)

Bricker, D., & Cripe, J. J.

This book is meant to help families and professionals better understand activity-based intervention and work together as a team to help young children meet their IEP and IFSP goals. Chapters include: (1) Evolution of Activity-Based Intervention; (2) Description of Activity-Based Intervention; (3) Activity-Based Intervention and a Linked System; (4) Organizational Structure of an Activity-Based Approach; (5) Application of Activity-Based Intervention; (6) Activity-Based Intervention and the Team; (7) Issues Associated with the Use of an Activity-Based Approach; (8) Conceptual Foundations for an Activity-Based Approach; (9) The Empirical Bases for an Activity-Based Approach; and (10) Into the Future. It includes an appendix entitled, Linking Assessment and Goal Development.

Baltimore: Paul H. Brookes Publishing Co.

Participation-based services: Promoting children's participation in natural settings. (2004)

Campbell, P.

This article focuses on promoting a child’s active participation in activities and routines that occur naturally in home and community settings. The author describes a series of steps that early intervention providers can use to collaborate with families and other caregivers, identify typical routines and activities, and provide services that promote active participation in a range of natural settings.

Young Exceptional Children, 8(1), 20-29.

Adapting early childhood curricula for children in inclusive settings (6th Ed.). (2004)

Cook, R. E., Tessier, A., & Klein, M. D.

This text is meant to prepare future early childhood teachers to work effectively with infants and young children with disabilities. It is organized around the following four themes: how all young children learn, children in the context of their family, traditional developmental domains, and the need to take a synthesized view of the “whole” child. Each chapter includes examples of developmentally appropriate activity-based strategies for adapting curriculum to suit both children and their families. Chapters include: (1) Providing for Special Needs in Early Education: The Challenge; (2) In Partnership with Families; (3) Recognizing Special Needs and Monitoring Progress; (4) Developing Individualized Intervention Plans and Programs; (5) Implementing Intervention and Instructional Strategies; (6) Promoting Social and Emotional Development; (7) Helping Young Children Develop Motor Skills; (8) Nurturing Communication Skills; (9) Encouraging the Development of Cognitive Skills and Literacy; and (10) Providing Inclusion Support to Young Children with Special Needs in Community-Based Settings.

Englewood Cliffs, NJ: Prentice-Hall, Inc.

Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. (2004)

Cook, R. J.

This article discusses a systematic approach to embedding child assessment practices into the daily routines of inclusive early childhood settings. It describes a process for reorganizing criterion-referenced assessment items, behavioral indicators, and state standards to better fit the typical routines and activities of a child's day.

Young Exceptional Children, 7(3), 2-11.

Starting where we can: Using action research to develop inclusive practice. (2004)

Cook, T.

This article discusses the Inclusive Practice Pilot Project (IPP), which was designed to develop more inclusive services for young children in one city in England. The project used an action research reflexive practice approach with practioners as a means to develop increased understanding linked to practice change. Both the catalysts for and barriers to the development of more inclusive practices are explored. The authors conclude that in order to successfully promoted more inclusive early childcare services, emphasis needs to be placed not only on technical and organizational change, but also on supporting changes in attitudes toward and understanding of inclusion.

International Journal of Early Years Education, 12(1), 1-16.

Elements of successful inclusion for children with significant disabilities. (2004)

Cross, A. F., Traub, E., Hutter-Pishgahi, L., & Shelton, G.

This article describes a study that was done to identify which of the practices used by specialists and early childhood education personnel were successful in promoting the inclusion of 7 young children with significant disabilities in typical preschool and childcare settings. The following 4 elements common to each of the research sites were identifed: attitudes, parent-provider relationships, therapeutic interventions, and adaptations. These elements were explored in depth in order to better understand essential practices that contribute to the successful inclusion of children with significant disabilities in the typical community childcare or preschool programs.

Topics in Early Childhood Special Education, 24(3), 169-183.

Increasing pretend toy play of toddlers with disabilities in an inclusive setting. (2004)

DiCarlo, C. F., & Reid, D. H.

This study looked at a program for promoting pretend toy play in young children with disabilities. Five participating 2-year olds were given choices of play centers which contained toys that tend to promote pretend play in typically developing toddlers. Classroom staff provided prompting and praise with resultant increases noted in independent pretend toy play in all of the children. In discussing these results, the authors focus on the importance of promoting play in toddlers with disabilities that is similar to the play of children without disabilities. They also discuss the need to identify critical aspects of the program that can be applied to inclusive early childhood settings.

Journal of Applied Behavior Analysis, 37(2), 197-207.

Spatial density as a setting event for the social interaction of preschool children. (2004)

Driscoll, C., & Carter, M.

The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined, revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered, including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.

International Journal of Disability, Development and Education, 51(1), 7-37.

Spatial density as a setting event for the social interaction of preschool children. (2004)

Driscoll, C., & Carter, M.

This review was done to examine the effects of spatial density as a setting event on the social interaction of preschool children. The researchers were specifically interested in looking at the potential application of this setting event to children with special needs in inclusive settings. A total of 12 studies were reviewed and found to have a range of methodological and technical difficulties. Several of these reported significant effects, but the findings were inconsistent and there was very limited research that included students with special needs. The researchers suggest that a renewed interest in this class of setting events might be appropriate and offer a number of suggestions for future research.

International Journal of Disability, Development and Education, 51(1), 7-37.

An experimental evaluation of positive behavior support in a community preschool program. (2004)

Duda, M.A., Dunlap, G., Fox, L., Lentini, R., Clarke, S.

This study was done to evaluate the effectiveness of positive behavior support (PBS) with two 3-year old girls in an NAEYC accredited community-based preschool program. The results showed fewer challenging behaviors and increased engagement for both of the children in two different group situations. The authors discuss these findings and suggest that further research needs to be done related to the efficacy and utilization of PBS with young children in typical childcare settings.

Topics in Early Childhood Special Education 24(3). 143-155.

The least restrictive environment: Longitudinal trends. (2004)

Green, T. M.

This study examined the percentage of time that children with individualized education plans (IEPs) were removed from general education settings. Six years worth of data were gathered on 2, 020 students who had been identified as have either a learning, mental or behavior disability. The data set was analyzed for trends on average removal time during the six years and for trends across the six years using ethnic, gender, disability, grade level, and school district size as independent variables. Analyses were also done on grade level during the first year of the study to look at the effects of grade level over the six years. Results demonstrated that children in preschool and kindergarten during the first year of the study spent significantly more time in special education than students who were in first through third grades, fourth through sixth grades, and seventh grade and above. The least restrictive environment (LRE) in the first year of the study was similar to the LRE in the sixth year. Analyses using between groups measures demonstrated significant results on the demographic characteristics of district size, ethnic group, disability category, and grade levels. Trends showing more time in general education were limited to a few specific categories. The findings suggest that the best predictor of percentage of time removed from the general education setting after six years in a special education program was the LRE during the first year.

Dissertation Abstracts International Section A: Humanities and Social Sciences, 64(8-A), 2840.

Coaching families and colleagues in early childhood. (2004)

Hanft, B., Rush, D., & Shelden, M.

This book describes the five steps of coaching (initiation, observation, action, reflection, and evaluation) and explores how these can be used to help colleagues gain knowledge and skills to support families and other caregivers as they promote their child’s development and participation in home and community activities. Information is included on how to cultivate communication skills, objectivity, and adaptability. The authors also address the key issue of how to ensure administrative support. Anecdotes, reflection questions, points to remember, and practical forms are provided. The chapters are: (1) Coaching in Early Childhood: What’s It All About?; (2) Support for Coaching; (3) The Coaching Process; (4) Qualities of an Effective Coach; (5) Coaching Families in Home and Community Settings; (6) Coaching in Group Settings; and (7) Coaching Colleagues.

Baltimore: Paul H. Brookes Publishing Co.

A microanalysis of teachers' verbalizations in inclusive classrooms. (2004)

Hestenes, L., Cassidy, D., & Niemeyer, J.

This article describes a study that was done to analyze the verbalizations of teachers in inclusive preschool classrooms. 16 teachers were audiotaped during one-on-one interactions with children and also during interactions with small groups of children. It was noted that the teachers did not change their question-asking behavior depending on the children’s ability level or the composition of the groups of children. They generally asked low-level questions to all children. When making statements, they used more logical directives and directives, and fewer supportive responses to children with disabilities than to typically developing children. The focus of teachers' verbalizations also differed between children with disabilities and children without disabilities. These findings suggest that teachers need more knowledge related to challenging children by varying the demand level of their questions and by matching their verbalizations to the child's ability level. Future research needs are discussed

Early Education and Development, 14(1), 23-38.

Family based practices, Young Exceptional Children Monograph Series, No 5. (2004)

Horn, E., Ostrosky, M. & Jones, H. (Eds.).

This monograph focuses on the topic of family-based practices. It highlights practices described in Chapter 4 of DEC Recommended Practices in Early Intervention and addresses the values, beliefs and practices inherent in the recommended practices definition. Specific strategies for practitioners to use when collaborating with families are provided. Chapters include (1) Working with Families—Rethinking Denial; (2) Checking Out Family-Centered Helpgiving Practices; (3) Honoring Differences; (4) Partnerships With Family Members: What about Fathers?; (5) Writing Outcomes That Make a Difference for Children and Families; (6) Family-Centered Intervention: Bridging the Gap Between IFSPs and Implementation; and (7) Entering Preschool: Supporting Family Involvement in the Age 3 Transition.

Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.

Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs (2004)

Hunt, P., Soto, G., Maier, J., Liboiron, N., & Bae, S.

Two studies examined how a general education/special education collaborative teaming process affected the engagement, development, and learning of preschoolers with severe disabilities in inclusive early childhood education programs that operated under a team-teaching model. The first study involved 3 teams (early childhood and special education teachers, instructional assistants, speech-language therapists, and parents) working with one child in each of three participating preschools. The second study extended the collaborative teaming model to include all of the children with significant disabilities in one of the participating preschools (N=4). Both studies also examined the extent to which this model was reported to fit into the existing classroom culture.

Topics in Early Childhood Special Education, 24(3), 123-142.

Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. (2004)

Kliewer, C., Fitzgerald, L. M., Meyer Mork, J., Hartman, P., English Sand, P., & Raschke, D.

This study used ethnographic methods to examine literacy development in young children with significant disabilities over the course of two school years. It included nine inclusive preschool and kindergarten classrooms across five programs. Teachers were observed to emphasize children's narratives and to effectively foster the citizenship of all children in the literate communities of these classrooms. Several themes arose in the data related to fostering effective literacy development in children who are often segregated from rich curricular opportunities. Defining literacy as making meaning and recognizing children with disabilities as competent meaning-makers was considered to be of major importance in this effort.

Harvard Educational Review, 74(4), 373-403.

Evaluating inclusion: An examination of parent views and factors influencing their perspectives. (2004)

Leyser, Y., & Kirk, R.

A study was done to examine perceptions about inclusive education of 437 parents of children with mild, moderate, or severe disabilities. Using a modified version of the Opinions Related to Mainstreaming Scale, parents showed strong support of inclusion from a legal and philosophical viewpoint. They identified inclusion as having both social and emotional benefits for children with disabilities. However, they were concerned about issues such as possible social isolation, the quality of instruction, teacher training and skills, negative attitudes, and support from other families. Parents of younger children, parents of children with mild disabilities, parents with a college education, and parents who were unsure of their child's placement were more supportive of inclusion then were other parents. The authors discuss these findings in terms of the implications for practice and future research needs.

International Journal of Disability, Development and Education, 51(3), 271-285.

Developing cross-cultural competence. 3rd ed. (2004)

Lynch. E., & Hanson, M. (Ed.).

This book is meant to help early intervention practitioners working with families from diverse cultural backgrounds develop cross-cultural skills. It is organized into three parts. Part I provides an introduction to issues surrounding working with families from diverse backgrounds. Part II, the core of the book, introduces a number of major cultural perspectives. Part III provides a summary and discusses implications for service providers.

Baltimore: Paul H. Brookes Publishing Co.

Assessing infants and preschoolers with special needs. (2004)

McLean, M., Wolery, M., & Bailey, D. B.

This book is meant to prepare students who will work with special-needs infants and preschoolers to use assessment for planning effective, personalized intervention programs. It explores a range of assessment issues—from test development to cultural competence—with an emphasis on family-centered practices, the impact of a child's everyday environment, and the value of collaborative decision-making. The authors cover the fundamentals of all assessment, while concentrating on assessment of the youngest children birth to 5 years old. Chapters include: (1) Assessment and Its Importance in Early Intervention/Early Childhood Special Education; (2) Tests and Test Development; (3) Procedural Considerations in Assessing Infants and Preschoolers with Disabilities; (4) Family Diversity, Assessment, and Cultural Competence; (5) Identification and Referral; (6) Screening and Assessment of Sensory Functioning; (7) Assessing Family Resources, Priorities, and Concerns; (8) Assessing Children’s Environments; ( 9) Functional Behavioral Assessment in Early Education Settings; (10) Assessing Cognitive Development; (11) Assessing Motor Skills in Infants and Young Children; (12) Assessing Communication Skills; (13) Assessing Social Competence; (14) Assessing Play Skills; (15) Assessing Adaptive Behavior; (16) Using Assessment Information to Plan Intervention Programs; and (17) Monitoring Children’s Progress and Intervention Implementation.

Columbus, OH: Merrill Prentice Hall.

Children with cochlear implants in the inclusive early childhood classroom. (2004)

Nelson, L. H., & Johnston, S. S.

This article discusses the benefits of including children who use cochlear implants or hearing aids in inclusive early childhood settings. The authors recommend that early childhood educators obtain the knowledge, skills, technology, and support they need to promote the successful inclusion of these young children in their classrooms.

Young Exceptional Children, 7(1), 2-10.

Inclusion and exclusion in the early years: Conversations with European educators. (2004)

Nutbrown, C., & Clough, P.

This article describes a study that examined the views of early childhood educators from Denmark, Greece, Italy and the UK. The authors begin with a review of recent research into European perspectives on early education, special educational needs, and inclusion. They highlight the following: a multinational call for action related to the education of children with learning difficulties; issues related to the inclusion (and exclusion) of children with emotional and behavioral challenges; the prevalence of inclusive policies existing side by side with exclusive practices and attitudes; and issues related to professional development. Next they describe the rationale, aims and research design of their study, which surveyed 113 European early childhood educators working mostly in inclusive settings, using questionnaires, email conversations and face-to-face interviews. The data gathered is then used to discuss four themes: educators' personal/professional experiences; professional development; inclusion and exclusion; and the roles of parents. The authors conclude by identifying future research needs.

European Journal of Special Needs Education, 19(3), 301-315.

An overview of international approaches too early intervention for young children with special needs and their families. (2004)

Odom, S. L., Teferra, T., & Kaul, S.

Early Intervention for infants and young children at risk for developmental delays, and for their families, is a worldwide movement that is influenced by the resources available within countries. Early intervention takes many forms and is influenced by local culture and economic circumstances, however professionals across cultures agree on the following: services must be individualized for each child; families should be the center of early intervention efforts; early intervention must be shaped to fit the ecological context of children and families; when available, teams of professionals must work collaboratively to provide effective programs; training is essential; and services should occur in natural settings and environments, to the maximal extent possible.

Young Children, 59(5), 38-43.

Preschool inclusion in the United States: A review of research from an ecological systems perspective. (2004)

Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., et al.

This article discusses research on the inclusion of preschool children with disabilities in programs with typically developing children. The review was done using an ecological systems conceptual framework, as proposed by Bronfenbrenner. Looking mostly at studies done in the United States, it describes research on child characteristics (biosystem), classroom practices (microsystem), family perspective (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem). Findings demonstrate positive developmental and behavioral outcomes for children with and without disabilities in inclusive settings. However, as a group, children with disabilities are not as socially integrated as their typically developing peers. The attitudes demonstrated by parents are generally positive, although some concerns about inclusion exist. The authors explore cultural variables that shape the nature of inclusive classrooms and family access to inclusive settings. They also discuss a number of policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) that serve as both barriers to and facilitators of the implementation of preschool inclusion.

Journal of Research in Special Educational Needs, 4(1), 17-49.

An activity-based approach to early intervention, 3rd ed. (2004)

Pretti-Frontczak, K., & Bricker, D.

This is the 3rd edition of this text for pre-service and in-service early childhood professionals. It describes a systematic activity-based approach to working with young children birth to age 5 that links together assessment, evaluation, goal development and intervention strategies. Chapters include: (1) Evolution of Activity-based Intervention; (2) Description of Activity-based Intervention; (3) Activity-based Intervention and a Linked System; (4) Organizational Structure of an Activity-based Intervention; (5) Application of Activity-based Intervention; (6) Activity-based Intervention and the Team; (7) Issues Associated with the Use of Activity-based Approach; (8) Conceptual Foundation for an Activity-based Approach; (9) The Empirical Bases for an Activity-based Approach; and (10) Into the Future.

Baltimore: Paul H. Brookes Publishing Co.

At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive child care. (2004)

Recchia, S. L., & Lee, Y. J.

Case study methodology was used to synthesize data about the experiences of three toddlers with developmental delays and their caregivers in an inclusive child care center. Analyses of parent interviews, caregiver journals, and child observations demonstrated that both parents and caregivers were concerned about the children's behavioral differences and the challenges these posed for inclusion. However, both groups were hopeful about increased social opportunities for children with disabilities in inclusive child care settings. Caregivers reported that working in an inclusive setting gave early childhood professionals opportunities to learn about and better understand developmental differences. The authors discuss the implications of these findings and identify future research needs.

Journal of Research in Childhood Education, 19(2), 175-188

Perspectives of teachers about instructional supervision and behaviors that influence preschool instruction. (2004)

Rous, B.

Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their instructional practices. A questionnaire employing Critical Incident Technique was distributed to all preschool teachers housed in public school buildings in one state. Results from this investigation suggest that preschool coordinators and principals are identified most often as instructional supervisors. Five themes were identified that facilitated classroom instruction: support for the preschool classroom and staff, professional development opportunities and strategies, presence in the classroom and program, offering praise to teachers and staff, and overall knowledge of early childhood development. Teachers indicated that instructional leaders influenced their instructional practices through both verbal and non-verbal interactions. [Journal abstract]

Journal of Early Intervention, 26(4).

Interventionists' perspectives about data collection in integrated early childhood classrooms. (2004)

Sandall, S. R., Schwartz, I. S., & LaCroix, B.

The collection and use of data are generally accepted as important educational practices. Nevertheless, evidence exists that interventionists' data collection practices tend to be infrequent and nonsystematic. This study investigated the perspectives of early childhood interventionists about the use of data in their classrooms. Perspectives about the use of data for monitoring children's progress, improving instruction, and communicating with families and other professionals also were studied. Participants were teachers, assistant teachers, and therapists in an integrated setting. Participants identified a number of perceived barriers, including the nature of the setting, management issues, lack of time and skill, and the nature of individualized education programs. Implications for improving the data collection practices of early childhood interventionists are discussed.

Journal of Early Intervention, 26(3), 161-174.

Project DATA (Developmentally Appropriate Treatment for Autism): An inclusive school-based approach to educating young children with autism. (2004)

Schwartz, I. S., Sandall, S. R., McBride, B. J., & Boulware, G. L.

This article provides data that demonstrates the effectiveness of Project DATA (Developmentally Appropriate Treatment for Autism), a school-based program for young children with autism. The model consists of the following five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. The implications of this type of inclusive, school-based model for teaching young children with autism are discussed.

Topics in Early Childhood Special Education, 24(3), 156-168.

Inclusive programming for toddlers with autism spectrum disorders: Outcomes from the children's toddler school. (2004)

Stahmer, A. C., Ingersoll, B., & Koegel, R. L.

This study examined the outcomes for 20 young children with autism spectrum disorders (ASD) in an inclusive program for children under the age of 3. Functional outcomes and outcomes on standardized assessments were compared when the children entered and exited the program. On standardized assessments, 37% of the children functioned at typical levels on exit, compared to 11% on entry. Only 50% of the children had functional communication skills on entry and 90% used a functional communication system on exit. Significant improvements were also noted in social and play behaviors.

Journal of Positive Behavior Interventions, 6(2), 67-82.

Questioning community in early childhood education. (2004)

Wisneski, D. B., & Goldstein, L. S.

This article examines the idea of community in early childhood educational settings. The authors describe how the importance of community has evolved from being an implicit assumption to becoming an explicit requirement in high-quality early childhood programs. Some of the problematic aspects of community that have not yet been examined in the scholarly literature are identified, and the authors provide suggestions about how to ensure that this important aspect of working with young children continues to be discussed.

Early Child Development and Care, 174(6), 515-526.

Skilled dialogue: strategies for responding to cultural diversity in early childhood. (2003.)

Barrera, I., & Corso, R.

Understanding how to respond to cultural diversity is one key to successful interaction with young children and their families. This book for early childhood professionals introduces the strategy of Skilled Dialogue, a field-tested model for respectful, reciprocal, and responsive interaction that honors cultural beliefs and values, and that will allow practitioners to strengthen their relationships with children and families and better address developmental and educational goals. Following an introduction that defines key terms, the book is organized into three sections. Chapters in Section 1 explore core concepts related to the challenge of communication and interaction across diverse cultural parameters, and introduce the concept of cultural competency as a response, through the strategy of Skilled Dialogue. Chapters in Section 2 further describe the Skilled Dialogue process, specifically its foundational beliefs, characteristic qualities, and component skills. Chapters in Section 3 extend the previous discussions of Skilled Dialogue, presenting vignettes to illustrate practical applications of the strategy with children and families in early childhood settings. The book's four appendices include an essay, "Trauma from a Cultural Perspective" (Dianne Macpherson); an essay, "Looking Closer" (Jon Wilson) on not making assumptions about family circumstances; photocopiable materials such as a critical incident analysis sheet and a home language usage profile; and guidelines for using an interpreter/translator during test administration.

Baltimore: Paul H. Brookes Publishing Co.

Yes, Michael: Reflections on how inclusion can build social skills. (2003)

Anderson, G. T.

This article describes the experiences of a preschool teacher and her students regarding the inclusion of a child with autism in the classroom. It specifically addresses the following: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special needs child.

Texas Child Care, 26(4), 24-27.

Discovering family concerns, priorities, and resources: Sensitive family information gathering. (2003)

Banks, R. A., Santos, R. M., & Roof, V.

This article provides an overview of the family information gathering process in early intervention and the effect of cultural and linguistic diversity on family information gathering. Practical strategies that early intervention providers can use in interviews, surveys, and observations are discussed, as well as implications for personnel preparation.

Young Exceptional Children, 6(2), 11-19.

Friendship formation in inclusive early childhood classrooms: What is the teacher's role? (2003)

Buysse, V., Goldman, B. D., & Skinner, M. L.

This article discusses the findings of a study that examined strategies teachers use to promote friendship formation in inclusive early childhood settings. The study involved 25 general early childhood educators from 9 childcare centers and 20 early childhood special educators from 9 specialized programs. The teachers reported using the following strategies most frequently: providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. They reported rarely arranging for children to play together outside of the classroom or allowing two friends to exclude other children from their play. They also reported being more active in the role of supporting friendships in which one or both children had special needs. The authors discuss the implications of these findings and present directions for future research.

Early Childhood Research Quarterly, 18(4), 485-501.

Creating learning opportunities for students with severe disabilities in inclusive classrooms. (2003)

Downing, J.E., & Eichinger, J.

This article examines ways in which professionals can provide opportunities for children with severe disabilities to learn within general inclusive educational activities. Examples of ways that students can work on their individualized objectives in a variety of settings are provided.

Teaching Exceptional Children, 36 (1), 26-31.

Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? (2003)

Harper, L. V., & McCluskey, K. S.

Analyzed free play of 24 preschoolers (3 to 4 years old), half of whom had disabilities. Found that the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the children. After an adult had initiated an interaction with them, children were less likely to initiate interaction with a peer and more likely to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed.

Early Childhood Research Quarterly, 18(2), 163-184.

Music in the inclusive environment. (2003)

Humpal, M. E., & Wolf, J.

Excerpts teacher narratives of children's music activities in inclusive early childhood environments to show how music can be used to offer varying levels of engagement ranging from listening or observing to joining in as an active participant. Summarizes the beliefs of the National Association for Music Education for guiding developmentally and individually appropriate music experiences; highlights the Start the Music initiative, which embodies these beliefs.

Young Children, 58(2), 103-107.

More is better: Maximizing natural learning opportunities. (2003)

Jung, L. A.

This article discusses the increased emphasis on providing early intervention services within natural environments and how to maximize natural learning opportunities by using everyday activities that children experience and embedding intervention in daily routines. Guidelines for deciding the frequency of services, changing services, and the level of services are provided.

Young Exceptional Children, 6(3), 21-26.

Investigating the transition of young children with intellectual disabilities to mainstream classes: An Australian perspective. (2003)

Kemp, C.

This article describes a study that looked at issues related to the transition of 33 children with intellectual disabilities from a model inclusive preschool program into an inclusive kindergarten classroom. Structural interviews were done with the parents, teachers, and principals at the beginning of term 2 of the school year and with the parents and teachers at the end of the school year. The findings were used as part of an ongoing evaluation of the model preschool program and to help other early intervention programs and inclusive schools improve their transition practices.

International Journal of Disability, Development and Education, 50(4), 403-433.

Early childhood teachers' knowledge of teaching children with disabilities. (2003)

Kilgallon, P., & Maloney, C.

In recent years there has been an ongoing trend toward including children with disabilities in regular education classrooms. This paper describes the results of a qualitative study that was done to examine the sources of knowledge and kinds of experiences early childhood teachers had related to working with children with special needs. The teachers reported that the process of inclusion caused them to question their self-efficacy and the adequacy of their practical teaching knowledge. They also identified several common factors that they considered to be essential for successful inclusion. These included: teacher’s attitudes and expectations, types of support available, sources and forms of knowledge, and changes in teaching practice.

Australian Journal of Early Childhood, 24(4), 9-13.

The home visitor’s guidebook: Promoting optimal parent and child development 2nd ed. (2003)

Klass, C. S.

This text offers a variety of practical strategies for home visitors. It includes personal stories and research on how to develop communication and interpersonal skills. Strategies for building trust and fostering respect with families are included. Sections and chapters include: Home Visiting: The New Profession. I: (1) The Relationship Between Parents and the Home Visitor; (2) The Home Visitor's Approach; (3) Home Visitor as a Professional. II: Promoting Healthy Parent and Child Development; (4) Developing a Sense of Self: The Foundation of Social and Emotional Development; (5) Guidance and Discipline; (6) Communication and Language; (7) Routines, Rituals, and Celebrations; (8) Play, Learning, and Development: (9) Siblings. III: Person and Profession: and (10) Personal History and Professional Competence.

Baltimore: Paul H. Brookes Publishing Co.

Children with autism attending preschool facilities: The experiences and perceptions of staff. (2003)

McConkey, R., & Bhlirgri, S.

Surveyed staff in 38 Belfast preschools of various types regarding supports available for children with autistic spectrum disorder. Found that many had experience with children with autistic spectrum disorders and receive some advice and support from a range of professionals. Nearly all were committed to enrolling these children but felt that staffing problems could preclude enrollment. Most staff felt they lacked sufficient knowledge/training to meet the children's special needs.

Early Child Development and Care, 173(4), 445-452.

Individualization in the inclusive preschool: A planning process. (2003)

McCormick, L., Wong, M., & Yogi, L.

Cites the example of a 4-year-old with Down syndrome attending an inclusive early childhood program to illustrate how the ecological assessment and planning process is used to individualize instruction. Includes a list of the child's IEP goals and objectives, a copy of the ecological planning form, and a description of adaptations and arrangements. Asserts that deliberate, systematic, and collaborative planning is necessary for children with special needs.

Childhood Education, 79(4), 212-217.

The impact of inclusion on language development and social competence among preschoolers with disabilities. (2003)

Rafferty, Y., Piscitelli, V., & Boettcher, C.

A study compared language development and social competence among 96 preschool children with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Subjects in inclusive classes had higher posttest scores in language development and social skills, but more behavior problems, than peers in segregated classes.

Exceptional Children, 69(4), 467-479.

Using a peer-mediated intervention to facilitate children's participation in inclusive childcare activities. (2003)

Robertson, J., Green, K., Alper, S., Schloss, P. J., & Kohler, F.

A study examined the impact of a peer-mediated intervention consisting of songs and finger plays, attention to photographs of desired behavior, and peer verbal cues, on two preschoolers with developmental delays. The intervention resulted in increases in engaged and on-task behavior, interactive play, and appropriate participation in circle/story time.

Education and Treatment of Children, 26(2), 182-197.

Communication intervention in natural learning environments: Guidelines for practice. (2003)

Roper, N., & Dunst, C. J.

A three-dimensional framework for defining different aspects of natural learning environments is used to organize and describe natural communication intervention practices. Seven applicable communication intervention methods and strategies easily implemented in natural environments by speech therapists are described, as are reflective procedures.

Infants and Young Children, 16(3), 215-226.

The itinerant special education teacher in the early childhood classroom. (2003)

Sadler, F. H.

This article discusses the itinerant model and suggests ways that itinerant teachers might apply best practices in pre-academic instruction to their work within community settings, including: making environmental adaptations to maximize engagement; improving the social environment; and applying naturalistic strategies to embed specifically designed instruction during free play.

Teaching Exceptional Children, 35(3), 8-15.

Natural environments and inclusion, Young Exceptional Children Monograph Series, No. 2. (2003)

Sandall, S., & Ostrosky, M. (Eds.).

This monograph consists of eight articles that focus on effective teaching strategies for young children with special needs in a variety of intervention settings. It also includes information on approaches for working with families, the benefits of teacher/child conversations, and the importance of providing a variety of practice opportunities. Chapters include: (1) Position Statement on Inclusion; (2) The Federal IDEA Natural Environments Provisions; (3) It's Only Natural … to Have Early Intervention in the Environments Where It's Needed; (4) Expanding the Circle of Inclusion: The Child Care Director's Role; (5) Interest-Based Natural Learning Opportunities; (6) The Visiting Teacher: A Model of Inclusive ECSE Service Delivery; (7) The Other Children at Preschool: Experiences of Typically Developing Children in Inclusive Programs; (8) Passports for Learning in Inclusive Settings; and (9) Resources Within Reason: Natural Environments and Inclusion.

Denver, CO: Division for Early Childhood of the Council for Exceptional Children.

Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. (2003)

Schepis, M. M., Reid, D. H., Ownbey, J., & Clary, J.

A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in increases in cooperative participation.

Research and Practice for Persons With Severe Disabilities, 28(1), 37-42.

Parent perspectives on their toddlers' development: Comparison of regular and inclusion childcare. (2003)

Stahmer, A. C., Carter, C., Baker, M., & Miwa, K.

This study explored the perceptions of parents about the benefits of their toddlers’ child care program. Parents of typically developing children in both inclusive and regular child care programs were surveyed. Both groups gave comparable responses to questions related to their level of satisfaction and their child’s development. Feedback from parents with toddlers in inclusive programs also suggested some advantages to inclusion. These findings indicate that both regular and inclusive childcare programs provide experiences of similar quality for young children, however the inclusion of children with disabilities in these programs may add additional benefits.

Early Child Development and Care, 173(5), 477-488.

The Reggio Emilia approach and inclusive early childhood programs. (2003)

Vakil, S., Freeman, R., & Swim, T. J.

Discusses benefits of inclusion in preschool and compares educational practices of high-quality inclusive preschools in the United States with those characterizing the Reggio Emilia approach. Offers recommendations for better serving children with special needs in inclusive settings, including viewing teachers as researchers, and using documentation to support children's development and learning and to reflect upon teaching practice.

Early Childhood Education Journal, 30(3), 187-192.

Play and social interaction of children with disabilities at learning activity centers in an inclusive preschool (2002)

Brown, M., & Bergen, D.

Examined the types of play and social interactions in which nine preschoolers with disabilities engaged while at their chosen learning/activity centers in an inclusive program. Found individual differences in the amount of time spent in various centers, the number of different types of play engaged in, and in the amount of time spent in play of various types. Also found differences in number/type of peer and teacher interaction events.

Journal of Research in Childhood Education, 17(1), 26-37.

Child care is rich in routines. (2002)

Butterfield, P. M.

This article describes how good quality childcare that is rich in daily routines and patterns can enhance children’s cognitive and social development. Patterns and routines are emotional regulators for children. They influence social development and help children learn to express their feelings. The author also discusses how children transfer patterns and routines learned in childcare settings to their homes.

Zero to Three, 22(4), 29-32.

Setting effects on friendship formation among young children with and without disabilities. (2002)

Buysse, V., Goldman, B. D., & Skinner, M. L.

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typically developing children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of friendships.

Exceptional Children, 68(4), 503-17.

Enhancing the social interaction skills of preschoolers with visual impairments. (2002)

D'Allura, T.

A study involving nine preschool children with visual impairments found that following a cooperative learning strategy intervention in an integrated preschool, the children with visual impairments interacted with peers at levels comparable to those of sighted children, while those in the self-contained class maintained the same rate of interactions.

Journal of Visual Impairment & Blindness, 96(8), 576-84.

Valued outcomes of service coordination, early intervention, and natural environments. (2002)

Dunst, C. J., & Bruder, M. B.

A survey of 879 early intervention program providers and parents investigated desired outcomes of service coordination, early intervention, and natural environments practices. Results found only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes of all three services.

Exceptional Children, 68(3), 361-375.

Family-oriented program models and professional helpgiving practices. (2002)

Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. W.

This article discusses two studies that examined different models of family-oriented programs and two components of practitioner help-giving practices (relational and participatory). It was found that relational and participatory aspects of help-giving were practiced less often in professionally-centered programs than in family-centered programs. Family-centered programs were more likely to provide parents with (a) choices and options and (b) opportunities to be involved in both solutions to problems and acquisition of knowledge and skills that strengthen functioning. The authors discuss these findings in terms of the importance of the models used to structure social and human services program practices.

Family Relations, 51(3), 221-229.

An evidence-based approach to documenting the characteristics and consequences of early intervention practices. (2002)

Dunst, C. J., Trivette, C. M., & Cutspec, P. A.

The purposes of this paper are (1) to describe the key features of an evidenced-based approach to documenting the characteristics and consequences of environmental interventions, and (2) to illustrate the use of this approach in identifying and isolating practice characteristics that are related to the variations in observational outcomes.

Centerscope, Vol. 1, No 2. Retrieved April 3, 2006.

http://www.evidencebasedpractices.org/centerscope/centerscopevol1no2.pdf

Young children’s participation in everyday family and community activity. (2002)

Dunst, C. J., Trivette, C. M., Hamby, D., Raab, M., & Bruder, M. B.

This article discusses a study that looked at the participation patterns of children birth to 6 years of age in everyday family and community activities. Parents or other primary caregivers were asked to complete a survey of either family life or community life as sources of their children’s everyday learning opportunities and experiences. The study identified rates of children’s participation at different ages in 50 family activities and 50 community activities. Results were analyzed in terms of similarities and differences in participation patterns. The findings suggest that everyday family and community activities can be used to provide rich learning opportunities that enhance children’s development.

Psychological Reports, 91, 875-897.

Routines of daily living and rituals in family life: A glimpse at stability and change during the early child-raising years. (2002)

Fiese, B. H.

Routines and rituals provide stability and predictability and are associated with child well being and family satisfaction. This article explores communication, commitment and continuity as three dimensions of routines and rituals. Meaningful and enduring rituals are described as ones that families define for themselves. The authors explain how routines can ease stress and provide a sense of belonging. The Family Ritual Questionnaire is explored as a tool for assessment.

Zero to Three, 22(4), 10-13.

Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. (2002)

Garfinkle, A. N., & Schwartz, I. S.

The effectiveness of a peer imitation intervention with three preschool children with autism and one with developmental delays was studied. Results indicated participants increased peer imitation behaviors in small group and free play settings. Increases were also seen in social behavior and in levels of nonsocial engagement.

Topics in Early Childhood Special Education, 22(1), 26-38.

Involvement with peers: Comparisons between young children with and without Down syndrome. (2002)

Guralnick, M. J.

This article discusses the findings of a study that looked at peer involvement of two matched groups of young children with and without Down syndrome. The study explored the children's involvement with peers, maternal beliefs about inclusion, and maternal arranging and monitoring of peer play. No significant differences were found between the two groups on measures related to frequency of contacts with peers, characteristics of children's peer social networks, and maternal arranging of activities with peers. The mothers of the children with Down syndrome rated the benefits of inclusion higher than did the mothers of children without Down syndrome, however these maternal beliefs were not related to the mothers' arranging of peer play or to the children's involvement with peers.

Journal of Intellectual Disability Research, 46(5), 379-394.

Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs. (2002)

Harper, L. V., & McCluskey, K. S.

Compared free-play social behaviors of preschoolers with special needs in two inclusive preschool programs with those of typically-developing classmates, matched by age and sex. Found that children with no or little productive language spent more time in solitary pursuits than others and seldom initiated interactions. Children who were incapable of independent locomotion depended on adults for initiating activity changes and social exchanges.

Early Childhood Research Quarterly, 17(2), 148-66.

Young children’s occupations: Explicating the dynamics of developmental processes. (2002)

Humphry, R.

This article proposes a dynamic developmental process through which young children develop as occupational beings. The author discusses recent research, which suggests that social participation and care-giving routines guide young children toward becoming occupational beings by giving meaning to their experiences and introducing them to intentional acts. A self-organizing process enables children to integrate their immature capacities and participate in occupations. At the same time, care giving routines shape these behaviors and ensure that they are culturally compatible. The author suggests that self-organization enables children to continue to be occupationally engaged and helps them accommodate to maturing abilities and new environmental challenges. This reorganized pattern then becomes the basis for new developmental behaviors and the refinement of current abilities. An example is given of how these concepts can be applied to the acquisition of the skills needed to eat a meal

American Journal of Occupational Therapy, 56(2) (pp.171-179).

Naturally occurring opportunities for preschool children with or without disabilities to make choices. (2002)

Jolivette, K., Stichter, J. P., Sibilsky, S., Scott, T. M., & Ridgley, R.

A study involving 14 preschool children (7 with disabilities) found that the children with disabilities were provided with more choices than the children without disabilities. Children both with and without disabilities, however, initiated choice-making opportunities at the same rate. Girls were provided with more opportunities to make choices than boys.

Education and Treatment of Children, 25(4), 396-414.

Fresh perspectives on young children and family routines. (2002)

Kubicek, L. F.

This study interviewed eighty low-income mothers from four different cultural groups. Results demonstrated that the mothers provided a more positive picture of the daily lives of low-income families with young children than had been anticipated based on previous research. All of the families had a predictable pattern for at least three daily routines. For many of the families, routines provided opportunities for social and emotional engagement and for child autonomy.

Zero to Three, 22(4), 4-9.

Professional issues for physiotherapist in family-centered and community-based settings. (2002)

Litchfield, R., & McDougal, C.

This article describes the results of a qualitative study that was done to examine the benefits and challenges for physiotherapists working in a community-based, family-centered setting. Semi-structured interviews were conducted with 10 physiotherapists. Results showed that the physiotherapists saw their role as working with the family to develop shared goals, however there were tensions between the policies of family involvement and evidence-based practice. Challenges also arose if the expectations of families could not be matched with available resources. Both benefits and barriers to using a community-based, family centered approach were demonstrated. The authors argue that although this approach is supported by the literature and by physiotherapists in theory, there are significant policy and professional issues that need to be addressed, before it can be fully implemented.

Australian Journal of Physiotherapy, 48(2), 105-112.

How mothers in four American cultural groups shape infant learning during mealtimes. (2002)

Martini, M.

This study examined the mealtime routines of 90 families from four different American cultural groups (Filipino American, Caucasian American, Native Hawaiian and Japanese American), all with children from 3-23 months of age. The questions asked looked at the following: to what degree do family mealtimes revolve around the infant; how much exploration and experimentation are infants able to do at mealtimes; and how attentive, responsive, directive and expressive are the mothers. Parents from the four cultural groups had different perceptions of what it means to be a good, successful, mature adult, and their different cultural goals seemed to be reflected in their varying approaches to mealtime teaching.

Zero to Three, 22(4), 14-20.

Increasing play skills of children with autism using activity schedules and correspondence training. (2002)

Morrison, R. S., Sainato, D. M., BenChaaban, D., & Endo, S.

A study investigated the effectiveness of correspondence training and photographic activity schedules on the on-task and play correspondence behavior of four preschool children with autism in an inclusive setting. Results indicate that all participants' on-task and play correspondence behavior increased, while experimenter prompts gradually decreased.

Journal of Early Intervention, 25(1), 58-72.

Natural environments: A letter from a mother to friends, families, and professionals. (2002)

Mullis, L.

A mother of a son with Down syndrome discusses how her family and child care providers work with him in natural environments to support his learning in daily activities. She urges other parents to keep trying until they find the right match that works for their family.

Young Exceptional Children, 5(3) 21-24.

Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings. (2002)

Odom, S. L.

Asserts that Harper and McCluskey's study (in same issue) addresses a "second generation" research question concerning differential effects of interventions and settings on children with different characteristics; provides information about needed supports in inclusive settings for children with either severe motor impairments or severely limited language skills. Suggests that many of the language-impaired participants had other developmental issues contributing to their interactions.

Early Childhood Research Quarterly, 17(2), 167-70.

Widening the circle: Including children with disabilities in preschool programs. (2002)

Odom, S. L. (Ed.)

Based on a groundbreaking five-year research study conducted by the Early Childhood Research Institute on Inclusion, this book explores the barriers to and influences on inclusive education settings for young children. Topics covered include individualized instruction, family perceptions of inclusion, and cultural and linguistic diversity. The articles draw useful implications for practitioners, providing helpful suggestions for modifying activities, materials, environmental supports, and teaching strategies. The chapters are: (1) Learning About the Barriers to and Facilitators of Inclusion for Young Children with Disabilities (Samuel L. Odom); (2) I Know It When I See It: In Search of a Common Definition of Inclusion (Ilene S. Schwartz, Susan R. Sandall, Samuel L. Odom, Eva Horn, and Paula J. Beckman); (3) "Classroom Ecology and Child Participation" (Samuel L. Odom, William H. Brown, Ilene S. Schwartz, Craig Zercher, and Susan R. Sandall); (4) "Classroom Models of Individualized Instruction" (Eva Horn, Joan Lieber, Susan R. Sandall, Ilene S. Schwartz, and Ruth A. Wolery); (5) "Social Relationships of Children With Disabilities and Their Peers in Inclusive Preschool Classrooms" (Samuel L. Odom, Craig Zercher, Jules Marquart, Shouming Li, Susan R. Sandall, and Pamela Wolfberg); (6) "Collaborative Relationships Among Adults in Inclusive Preschool Programs" (Joan Lieber, Ruth A. Wolery, Eva Horn, Jennifer Tschantz, Paula J. Beckman, and Marci J. Hanson); (7) "Family Perceptions of Inclusion" (Paula J. Beckman, Marci J. Hanson, and Eva Horn); (8) "Community Participation of Children With Disabilities" (Paula J. Beckman and Marci J. Hanson); (9) "Social Policy and Preschool Inclusion" (Samuel L. Odom, Ruth A. Wolery, Joan Lieber, and Eva Horn); (10) "Cultural and Linguistic Diversity: Influences on Preschool Inclusion" (Marci J. Hanson); and (11) "So What Do We Know from All This? Synthesis Points of Research on Preschool Inclusion" (Samuel L. Odom, Ilene S. Schwartz, and ECRII Investigators). Two appendices include a summary of the initial study (the Ecological Systems study), and study site program descriptions.

New York: Teachers College Press.

Assessment: Gathering meaningful information, Young Exceptional Children Monograph Series, No 4. (2002)

Ostrosky, M.M., & Horn, E.

This monograph discusses the importance of assessment in intervention planning and curriculum evaluation for young exceptional children. Good early childhood assessment is described as being a flexible decision-making process. It should be a collaborative effort between parents, teachers and other personnel to address the changing educational, medical, and developmental needs of young children and their families. Chapters include: (1) Strategies for Achieving Family-Driven Assessment and Intervention Planning; (2) Individual Growth and Developmental Indicators: Assessment That Guides Intervention with Young Children; (3) Assessment for Program Planning: Creating Individual Learning Profiles (ILP); (4) Ecological Assessment and Planning; (5) Dynamic Assessment: Understanding Children’s Development; (6) Assessing Young Children for Whom English Is a Second Language; (7) Children in Context: Portfolio Assessment in the Inclusive Early Childhood Classroom; (8) Easing the Transition to Kindergarten: Assessment of Social- Behavioral and Functional Skills in Young Children with Disabilities; and (9) Resources Within Reason: Assessment.

Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children.

Building blocks for teaching preschoolers with special needs. (2002)

Sandall, S. R., & Schwartz, I. S.

This book presents a model for addressing the needs of young students with disabilities in inclusive general education preschools. Teachers can use the Building Blocks model to match an individual child's goals and objectives with appropriate teaching methods and materials, decide what amount of help or assistance is needed by the child, provide this assistance, and determine whether the assistance was helpful. The book stresses the importance of a high-quality early childhood education environment and the need for collaboration among professionals and families. Following introductory materials, Section 1 discusses keys to collaboration among professionals and between educators and parents. Team strategies are provided, as well as information on how to structure a meeting and problem solving. Procedures for using the Building Blocks model in preschool classrooms are explained. Section 2 presents curriculum modifications to facilitate or maximize a child's participation. Modifications are presented by type and by activity. Information is also provided on embedded learning opportunities and child-focused instructional strategies. Section 3 addresses the following four topics: independent classroom behavior, developmentally appropriate classroom behavior, emergent literacy, and friendships and social relationships. Appendices include blank forms and a list of suggested readings.

Baltimore: Paul H. Brookes Publishing Co.

Implementing inclusive early childhood education: A call for professional empowerment. (2002)

Soodak, L. C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., et al.

Two scenarios are presented involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing available research-based information to facilitate inclusive early childhood education. Roles of families, administrators, practitioners, faculty, and researchers are discussed.

Topics in Early Childhood Special Education, 22(2), 91-102.

Early intervention consultants in the classroom: Simple steps for building strong collaboration. (2002)

Wesley, P. W.

Examines the evolution of new professional roles and relationships in early childhood inclusive care and education, including the early intervention specialist, speech-language pathologist, physical therapist, and occupational therapist. Provides key questions for early childhood professionals, especially classroom teachers, to stimulate discussion and effective practice through the consultation process, from the initial stage of getting acquainted through the implementation of strategies to meet children's individual needs.

Young Children, 57(4), 30-34.

Embedding and distributing constant time delay in circle time and transitions. (2002)

Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D.

This study evaluated embedding and distributing constant time delay instructional trials into circle time and transitions between activities in a summer camp program. Three boys (ages 5-8) with disabilities or behavior problems participated. Results indicated the children acquired the behaviors they were taught and generalized the learned behaviors across adults and materials.

Topics in Early Childhood Special Education, 22(1), 14-25.

One program’s journey: Using the change process to implement service in natural environments. (2001)

Brault, L. M. J., Ashley, M., & Gallo, J.

This article profiles the Hope Infant Family Support Program in San Diego, California, and its shift to providing educational services in the natural environment. How the program managed this complex change process is discussed, including the development of a vision statement, incentives, skill development, resource allocation changes, and action planning.

Young Exceptional Children, 5(1), 11-19.

The natural environment: A useful construct?. (2001)

Bricker, D.

This article offers an alternative to the term "natural environment" in which delivery of individualized services consistent with family needs and values is of first-order importance. It is argued that the use of authentic intervention activities will produce better outcomes than focusing on placements that must include chronologically aged peers.

Infants and Young Children, 13(4), 21-31.

An intervention hierarchy for promoting young children's peer interactions in natural environments. (2001)

Brown, W. H., Odom, S. L., & Conroy, M. A.

This article presents a conceptual framework based on an intervention hierarchy to assist in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. It discusses making developmentally appropriate and inclusive early childhood programs the foundation for improved peer interactions.

Topics in Early Childhood Special Education. 21(3), 162-175.

Infants and toddlers: Outcomes and ecology. (2001)

Bruder, M. B.

The purpose of this chapter is to provide a framework for early intervention for children with disabilities from birth to age 3, as delivered under Part C of IDEA. This framework is predicated on the notion that the enhancement of a child’s development by his or her family and others should happen only in natural environments as described by law: the home or in places in which typical children can also participate. Early intervention then can provide the foundation for families as they pursue inclusionary home and community (including school) activities as their children age out of early intervention.

In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 203-228). Baltimore. Paul H. Brookes Publishing Co.

Toward a definition of quality inclusion: Perspectives of parents and practitioners. (2001)

Buysse, V., Skinner, D., & Grant, S.

Interviews were conducted with 92 parents and practitioners to examine their views of quality inclusive child care. Findings confirmed the two-dimensional view of quality inclusion to encompass both general early childhood practices and individualization. For each dimension, program features, resources, strategies, and outcomes associated with high-quality inclusion are identified.

Journal of Early Intervention, 24(2), 146-161.

Strengths-based child portfolios: A professional development activity to alter perspectives of children with special needs. (2001)

Campbell, S.

Forty-eight portfolio projects were completed by 65 urban, infant-toddler childcare workers who participated in a professional development program designed to increase the quality of childcare for children with and without disabilities. Results indicated a significantly higher number of strengths-based themes in child stories written after completion of the portfolio project.

Topics in Early Childhood Special Education, 21(3), 152-161.

Specialist certificate program: Preparing professionals to provide services in natural environments and inclusive settings. Final Report. (2001)

Chiarello, L. A., & Campbell, P.

This final report discusses the activities and outcomes of an interdisciplinary graduate program designed to prepare already licensed or certified physical therapists and occupational therapists for the full inclusion of students with disabilities in educational settings and for the full participation of infants, toddlers, and young children in natural settings. The program resulted in: (1) the certification of 25 physical therapists and 10 occupational therapists; (2) the development and evaluation of a related services certificate model; (3) the completion of a school-based practicum by 19 students, during which the students created individualized action plans and were paired with a professional mentor with complementary expertise; (4) the development and evaluation of the early intervention certificate model focused on providing pediatric therapy intervention in natural environments; and (5) a workshop for families interested in serving as mentors for the practicums, and the pairing of these mentors with 17 therapists to develop an understanding of the ways early intervention therapists can assist families and children in accessing and using community resources. Charts illustrating the certificate programs for school-based services and for early intervention services are provided, along with an article describing the early intervention certificate program ("Physical Therapist Education for Service in Early Intervention" from Infants and Young Children, Aspen Publishers; April 2000; 12(4): 63-76).

ERIC Document, ED471943.

Family-centered functional therapy: A choice for children with motor dysfunction. (2001)

Darrah, J., Law, M., & Pollock, N.

This article discusses family-centered functional therapy, a model of practice for children with motor dysfunction based on tenets derived from family-centered philosophy and dynamic systems theory. This model stipulates that parents must be included in the identification of functional goals. Positive results of pilot work with 12 children are presented.

Infants and Young Children, 13(4), 79-87.

The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. (2001)

Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L.

In the current study, a constant time delay (CTD) procedure was embedded in classroom activities and routines to teach counting to three preschool children with speech and language delays. CTD was effective in teaching numbers to all three children. One child out of two also was able to acquire non-target information.

Topics in Early Childhood Special Education, 21(4), 213-221.

The administrator's role in making inclusion work. (2001)

Delaney, E. M.

Describes the role of early childhood education (ECE) administrator as a protagonist for inclusion of children with disabilities. Suggests this role entails laying the foundation for inclusion through articulating program philosophy, choosing the curriculum model, identifying appropriate instructional strategies, and arranging the environment. Implementing the program involves developing expert staff, creating professional growth opportunities, and recognizing family members' expertise.

Young Children, 56(5), 66-70.

Relationships among young children's ideas, emotional understanding, and social contact with classmates with disabilities. (2001)

Diamond, K. E.

Forty-five preschool children were interviewed and their classrooms observed to determine their ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Children with social contact with disabled classmates had significantly higher scores on measures of emotional understanding and acceptance of children with disabilities.

Topics in Early Childhood Special Education, 21(2), 104-113.

Itinerant early childhood special education services: Service delivery in one state. (2001)

Dinnebeil, L. A., McInerney, W. F., Roth, J., & Ramaswamy, V.

A survey of 229 itinerant early childhood special education teachers found they mostly used direct service strategies. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for teachers or parents. Teachers reported being satisfied with their jobs and being welcomed in classrooms and homes.

Journal of Early Intervention, 24(1), 35-44.

Characteristics and consequences of everyday natural learning opportunities. (2001)

Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M.

Relationships among different person and environment characteristics of everyday natural learning opportunities and changes in child learning, behavior and performance were examined in a study with 63 parents and their infants, toddlers, and preschoolers with disabilities or delays. Findings showed that learning opportunities that were interesting, engaging, competence producing, and mastery-oriented were associated with optimal child behavioral change.

Topics in Early Childhood Special Education, 21(2), 68-92.

Natural learning opportunities for infants, toddlers, and preschoolers. (2001)

Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M.

This article provides practitioners a framework for using everyday family and community learning activities as a way of increasing learning opportunities for infants, toddlers and preschoolers. The framework includes four steps. Step one describes a procedure for identifying the sources of children's learning opportunities. Step two illustrates how a family and practitioner can work together to choose natural learning environments as sources of learning opportunities. Step three describes how an intervention plan is developed for increasing children's learning opportunities in the context of everyday family and community life. Step four describes how a plan can increase learning opportunities in the context of everyday family and community life.

Young Exceptional Children, 4(3), 18-25.

Mapping community-based natural learning opportunities. (2001)

Dunst, C. J., Herter, S., Shields, H., & Bennis, L.

This article explains the use of a community mapping methodology to identify natural learning environments and inclusion opportunities for young children with disabilities. Four steps are discussed: (1) selecting kinds of learning opportunities for mapping; (2) gathering information about community learning sources; (3) developing an informational database; and (4) using the maps to involve children in community learning.

Young Exceptional Children, 4(4), 16-25.

Contrasting approaches to natural learning environment interventions. (2001)

Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N.

A three-dimensional model is used to compare various approaches to natural environment interventions. The model distinguishes between practices that are contextually or noncontextually based, adult or child directed, and practitioner or nonpractitioner implemented. One approach (practitioner implemented, adult directed) has increasingly been emphasized to the exclusion of other methods.

Infants and Young Children, 14(2), 48-63.

Early childhood inclusion: Focus on change. (2001)

Guralnick, M. J (Ed.)

Early childhood inclusion is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in inclusion endeavors requires substantial changes in the way our society thinks, feels, and acts, this book is intended to increase awareness of the need for such change and to serve as a catalyst for progress. The book identifies factors influencing the various goals of inclusion, examines barriers to change, and proposes directions for effective change. The book's chapters are as follows: (1) "A Framework for Change in Early Childhood Inclusion" (Guralnick); (2) "Education Reform and Early Childhood Inclusion" (Lipsky and Gartner); (3) "Public Policy in Early Childhood Inclusion: Necessary but Not Sufficient" (Smith and Rapport); (4) "Legal Considerations of Inclusion for Infants and Toddlers and for Preschool-Age Children" (Stowe and Turnbull); (5) "Attitudes and Beliefs of Parents of Typically Developing Children: Effects on Early Childhood Inclusion" (Stoneman); (6) "'I Wish It Wouldn't All Depend on Me': Research on Families and Early Childhood Inclusion" (Erwin, Soodak, Winton, and Turnbull); (7) "The Origins of Young Children's Attitudes toward Peers with Disabilities" (Diamond and Innes); (8) "Innovations in Professional Development: Creating Communities of Practice To Support Inclusion" (Buysse, Wesley, and Able-Boone); (9) "Inclusion of Infants and Toddlers: Outcomes and Ecology" (Bruder); (10) "Inclusive Child Care for Infants and Toddlers: A Natural Environment for All Children" (O'Brien); (11) "Inclusive Preschool Programs: Classroom Ecology and Child Outcomes" (Odom and Bailey); (12) "Head Start and the Inclusion of Children with Disabilities" (Schwartz and Brand); (13) "Transition to Inclusive Environments for Young Children with Disabilities: Toward a Seamless System of Service Delivery" (Sainato and Morrison); (14) "Participation of Young Children with Disabilities in Community Learning Activities" (Dunst); (15) "Inclusion of Children with Autism in Early Intervention Environments: An Examination of Rationale, Myths, and Procedures" (Strain, McGee, and Kohler); (16) "Educating Deaf and Hearing Children Together: Confronting the Challenges of Inclusion" (Antia and Levine); (17) "Inclusion of Young Children with Complex Health Care Needs" (Crocker and Porter); (18) "The Impact of Cultural and Linguistic Diversity in Inclusive Preschool Environments" (Hanson and Zercher); (19) "Inclusive Practices for Preschool-Age Children with Specific Language Impairment" (Paul-Brown and Caperton); (20) "Assistive Technology and Augmentative and Alternative Communication in Inclusive Early Childhood Programs" (Romski, Sevcik, and Forrest); (21) "Social Competence with Peers and Early Childhood Inclusion: Need for Alternative Approaches" (Guralnick); (22) "Instructional Perspectives in Inclusive Preschool Classrooms" (McWilliam, Wolery, and Odom); and (23) "An Agenda for Change in Early Childhood Inclusion" (Guralnick). Each chapter contains references.

Baltimore: Paul H. Brookes Publishing Co.

A developmental systems model for early intervention (2001)

Guralnick, M. J.

This article describes a developmental systems model for early intervention programs serving children with special needs and their families. The model emphasizes a developmental framework, integration and inclusion. A core focus is on maximizing family patterns of interaction by addressing potential stressors related to risk and disability conditions. The authors discusses the importance of consistency across the model’s conceptual framework, knowledge based on developmental and early intervention research, and professional practices and experiences.

Infants and Young Children, 14(2), 1-18.

Childcare perspectives on inclusion: Do we have a long way to go? (2001)

Hadadian, A., & Hargrove, L.

An analysis of 202 questionnaires completed by child care center personnel found that 90% of respondents agreed with the concept of integration of young children with special needs and 76% thought integration was beneficial for typically developing children. Curriculum adaptations, classroom integration, and identification of developmental delays were identified as high priority training needs.

Infant-Toddler Intervention, 11(1), 49-58.

Early intervention: Promises to keep. (2001)

Hanson, M. J., & Bruder, M. B.

This article focuses on early intervention implementation concerns and recommendations for addressing the needs of the wide range of infants and toddlers with disabilities and families to be served. It describes providing services in natural environments, as well as the issues of personnel preparation and models of service delivery.

Infants and Young Children, 13(3), 47-58.

After preschool inclusion: Children's educational pathways over the early school years. (2001)

Hanson, M. J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J., et al.

A qualitative research design was used to study decision making regarding the participation of young children with disabilities in inclusive preschool and early elementary placements. After the five-year follow-along period, 60 percent of the children remained in some level of inclusive placement. Factors influencing placement decisions were identified.

Exceptional Children, 68(1), 65-83.

Facilitating inclusion in early childhood settings: Interdisciplinary preservice preparation. (2001)

Harrison, M. F., Able-Boone, H., & West, T. A.

An interdisciplinary practicum case study is presented to illustrate components of a specialized preservice preparation for graduate students (n=44) in audiology, early childhood special education, school psychology, and speech-language pathology, designed to assist them in becoming inclusion collaborators/facilitators. Students' perceptions of the benefits and barriers to interdisciplinary education are discussed.

Infant-Toddler Intervention, 11(2), 129-141.

Preparing early childhood special educators for inclusive settings project (Project Prepare,) Final Report. (2001)

Judge, S.

This final report of Project Prepare, a federally funded program at the University of Tennessee, describes the critical features and specific goals of the project, as well as program evaluation methods and results. The program was funded to develop a personnel preparation program for early childhood specialists that emphasized an interdisciplinary, inclusive approach. Critical features and goals included: (1) a sequence of competency-based coursework and seminars that prepared students in child-related, team-related, and agency-related competencies; (2) integration of course content to increase the number of licensed personnel possessing the competencies to provide comprehensive, transdisciplinary services to infants, toddlers, and preschool children and their families in natural settings; (3) an interdisciplinary focus that prepared personnel to assume diverse roles and responsibilities related to meeting the needs of young children with disabilities and their families; and (4) expanding knowledge of how to most effectively implement a "research into practice" model of personnel preparation.

Knoxville, TN: University of Tennessee. ERIC Document ED459582.

Are natural environments worth it? Using a cost-benefit framework to evaluate early intervention policies in community programs. (2001)

Keilty, B.

The utility of cost-benefit analysis in program evaluation is illustrated using hypothetical examples of the consequences of natural environments service provision. Areas for further research related to cost and benefit implications are presented. Early intervention programs can use the cost-benefit framework to evaluate the social impact of natural environments.

Infants and Young Children, 13(4), 32-43.

Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. (2001)

Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M.

This study demonstrated the increase of social interaction skills in four preschool children with autism as a result of a daily 10-minute intervention emphasizing naturalistic teaching tactics designed to stimulate children's play and interaction with others. Two of the four children continued to display high levels of interaction during the maintenance phase.

Topics in Early Childhood Special Education, 21(2), 93-103.

Alternative approaches to assessing young children. (2001)

Losardo, A., & Notari-Syverson, A.

This book examines qualitative approaches to the evaluation/assessment of child development using informal methods such as structured and unstructured observation, portfolios, and videotaping. It includes an in-depth discussion of six alternatives to traditional assessment for children birth to age 8. A number of examples and documentation forms are included. Chapters include: (1) Historical Perspectives on Alternative Assessment; (2) Traditional and Contemporary Assessment Models; (3) Naturalistic Assessment; (4) Focused Assessment; (5) Performance Assessment; (6) Portfolio Assessment; (7) Dynamic Assessment; (8) Curriculum-Based Language Assessment; (9) Transdisciplinary Framework; and (10) Future Directions.

Baltimore: Paul H. Brookes Publishing Co.

Co-teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings. (2001)

McCormick, L., Noonan, M. J., Ogata, V., & Heck, R.

A study explored associations between co-teachers' (n=20) perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. With disability status controlled for, there was a significant relationship between the co-teacher relationship and quality of the environment.

Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 119-32.

Teachers' views concerning individualized intervention and support roles within developmentally appropriate preschools. (2001)

McDonnell, A. P., Brownell, K., & Wolery, M.

A survey of 500 preschool teachers found a majority view individualized intervention on specific goals to be important for all children, they would like to receive all of the listed forms of assistance from special educators, and they want special educators to be involved in collaborative roles in their classrooms.

Journal of Early Intervention, 24(1), 67-83.

Interactions in an inclusive classroom: The effects of visual status and setting. (2001)

McGaha, C. G., & Farran, D. C.

A study examined the effect of visual status (visually impaired or sighted) and setting (indoor or outdoor) on the social behaviors of 9 preschoolers with visual impairments and 11 typical preschoolers in an inclusive setting. Regardless of their visual status, the children spent significantly more time near sighted children.

Journal of Visual Impairment & Blindness, 95(2), 80-94.

A support approach to early intervention: A three-part framework. (2001)

McWilliam, R. A., & Scott, S.

This article presents a model for viewing and conducting early intervention in a way that de-emphasizes professional services and emphasizes the support that professionals can provide. Key strategies for providing informational support, material support, and emotional support to families of children with disabilities are described, along with implications for service delivery.

Infants and Young Children, 13(4), 55-66.

Functional assessments of preschool children: Optimizing developmental and family supports in early intervention. (2001)

Msall, M. E., Tremont, M. R., & Ottenbacher, K. J.

This article describes the use of measures of functional assessment of essential activities in self-care, mobility, communication, and social cognition in preschool children. An overview of functional assessment is provided, and psychometric properties of the various tests are described. Case studies illustrate the value of using functional assessments.

Infants and Young Children, 14(1), 46-66.

Scripted play as a language intervention strategy for preschoolers with development disabilities. (2001)

Neeley, P. M., Neeley, R. A., Justen, J. E., III, & Tipton-Sumner, C.

This study examined the feasibility of teaching socio-dramatic play through the use of a verbal script to increase sophistication of free play behavior in preschoolers with developmental disabilities. The findings supported the clinical utility of scripted play as a teaching strategy for such children.

Early Childhood Education Journal, 28(4), 243-246.

The costs of preschool inclusion. (2001)

Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., et al.

Cost information was collected from five local education agencies that provide inclusive and traditional special education service options for preschool children with disabilities. Within-agency comparisons suggested that inclusive models were generally less expensive or comparable in cost to traditional forms of special education. Specific cost features were associated differently with different models.

Topics in Early Childhood Special Education, 21(1), 46-55.

Use of the embedding strategy during daily activities by early childhood education and early childhood special education teachers. (2001)

Pretti-Frontczak, K., & Bricker, D.

A study involving seven early childhood and special education teachers found they tended to use the naturalistic intervention strategy, embedding, in a limited capacity. They embedded objectives by asking questions and providing verbal models and used embedding most when they were one-on-one and engaged in language programming and pre-academic activities with instructional materials.

Infant-Toddler Intervention, 11(2), 111-128.

Preservice teacher beliefs about inclusion: Implications for early intervention educators. (2001)

Proctor, R., & Niemeyer, J. A.

A study involving six undergraduates enrolled in a birth through kindergarten licensure program, examined the development of preservice teacher beliefs about inclusion. Students held positive beliefs about inclusion, although they had reservations whether meeting the needs of each child could always take place in inclusive settings.

Journal of Early Intervention, 24(1), 55-66.

Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives. (2001)

Rafferty, Y., Boettcher, C., & Griffin, K. W.

A study compared parents' perceptions of the benefits and risks of reverse inclusion, where a small group of typically developing children (usually 25% to 40%) is added to a specialized program for children with disabilities. Parents (n=244) reported strong support for inclusion, although parents perceived greater risks for typical children and there was more support for including children with mild-moderate disabilities.

Journal of Early Intervention, 24(4), 266-86.

The ten myths about providing early intervention services in natural environments. (2001)

Shelden, M. L., & Rush, D. D.

This article refutes 10 myths and identifies literature that supports service delivery to infants and toddlers with disabilities in natural settings. The benefits of naturalistic intervention, home-based services, and family-centered services are discussed, and concerns regarding therapist shortages, ethical problems, personal safety of providers, and increased costs are addressed.

Infants and Young Children, 14(1), 1-13.

Friendship skills in children with specific language impairment. (2001)

Stoneham, G.

This study examined the friendship skills of preschool-aged children with specific language impairments in both inclusive and specialized play settings. Results demonstrated differences in the onlooker behaviors of the children between the two settings. Children appeared to benefit from observation and information processing during the time they spent in inclusive play settings. These findings were supported by the amount of time the children were observed to spend playing alone in the specialized settings. The authors discuss the results in the context of collaborative practice and inclusive education

International Journal of Language and Communication Disorders, 36(Suppl), 276-281.

Why inclusion benefits everyone: Insights from a parent. (2001)

Walton, T.

Recounts the experience of a parent of a special needs child attending an early child care center that embraces inclusion. Describes: (1) the search for a center; (2) her child's experience at school; (3) making inclusion possible; and (4) integration of all the parts. Asserts that all the children in the center benefit from inclusion.

Child Care Information Exchange, 139, 76-79.

Inclusive education for preschoolers with disabilities: Comparative views of parents and practitioners. (2000, June)

Rafferty, Y., & Boettcher, C.

This paper discusses the outcomes of a study that compared the attitudes of 245 parents of preschoolers with and without disabilities and 121 preschool service providers. It was designed to assess global attitudes toward inclusion, benefits and concerns regarding inclusion for children with disabilities, the impact of inclusion on children without disabilities, the impact on families, the importance of type and severity of disability and children's age on attitudes toward inclusion, and program involvement and satisfaction. Results identified a high degree of support for inclusion among parents of children with and without disabilities, with few significant differences found in their opinions. Support among preschool service providers was even stronger. Respondents also reported concerns about inclusion, with parents indicating greater concerns than school staff. Both parents and school staff were less likely to support inclusion for children with severe disabilities or those with emotional and/or behavioral problems, relating this lack of support to the program's ability to adequately address their needs. Respondents also identified a number of benefits of inclusion for families of preschoolers with disabilities. Finally, most of the parents were "very satisfied" with their child's preschool inclusion program, the quality of the teachers, and the availability of related services.

Paper presented at the Head Start National Research Conference, Washington, DC. ERIC Document, ED450505.

Infant motor development and aspects of the home environment. (2000)

Abbott, A., Bartlett, D. J., Kneale Fanning, J. E., & Kramer, J.

Forty-three mothers and their infants participated in this study, which examined the relationship between home environment and infant motor development. When the infants were 5 months old, parental expectation of their motor development at 8 months was measured. When the infants were 8 months old, the home environment was assessed using the HOME Inventory, and infant motor development was assessed using the Alberta Infant Motor Scale. No statistically significant correlations were found, however the mothers demonstrated high expectations of 8-month motor performance, and higher scores were noted on aspects of the home environment and infant motor development than in normative samples. The authors conclude that higher infant motor development scores are associated with more supportive and stimulating home environments.

Pediatric Physical Therapy, 12(2), 62-67.

Teacher preparation for inclusive settings: A talent development model. (2000)

Benner, S. M., & Judge, S. L.

Investigated the effectiveness of and reactions to an alternative teacher education program for students seeking early childhood licensure who wanted to work with young children in inclusive settings. The program used a talent development model. Data from interviews, observations, artifacts, and focus groups indicated that the talent - development model was a viable approach to teacher education.

Teacher Education Quarterly, 27(3), 23-38.

Inclusion: How the scene has changed. (2000)

Bricker, D.

This paper takes the position that many early childhood personnel embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. Discussion of policies and practices of inclusion as they may affect individual children and families serves as the basis for recommendations for fostering successful inclusion.

Topics in Early Childhood Special Education, 20(1) 14-19.

An observational study: Examining the relevance of developmentally appropriate practices, classroom adaptations, and parental participation in the context of an integrated preschool program. (2000)

Brown, M. S., Bergen, D., House, M., Hittle, J., & Dickerson, T.

Examined developmentally appropriate practices in learning centers in an integrated preschool classroom, noting how special education teachers made adaptations for their special needs children, and explored the role of parents. Found that special needs children developed their own voice in learning centers and self-regulatory behaviors through interactions with typical peers and with adults. Learning center adaptations benefited all students.

Early Childhood Education Journal, 28(1), 51-56.

Social interactions of preschoolers with and without impaired hearing in integrated kindergarten. (2000)

Brown, P. M., Remine, M. D., Prescott, S. J., & Rickards, F. W.

This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and with activity type.

Journal of Early Intervention, 23(3), 200-211.

Renewing the inclusion agenda: Attending to the right variables. (2000)

Bruder, M. B.

This commentary reacts to an article that presented an agenda for educational change to encourage early childhood inclusion. It calls for a leadership agenda for the nation, agreement about inclusion as a feasible program model, development and dissemination of effective practices and evidence-based guidelines, family involvement, and increased funding.

Journal of Early Intervention, 23(4), 223-230.

Family-centered early intervention: Clarifying our values for the new millennium. (2000)

Bruder, M. B.

This article discusses why the universal adoption of family-centered values and practice in early intervention is pr