Teacher Perceptions of Two Multi-Component Interventions: Disability Awareness and Science (original) (raw)

2016, Topics in Early Childhood Special Education

Research has shown that the benefits of inclusion are numerous and can positively affect children with a range of disabilities (Barton & Smith, 2014; Division for Early Childhood [DEC]/National Association for the Education of Young Children [NAEYC], 2009). Inclusive placements help children develop social competencies, including building friendships and experiencing a sense of belonging (Barton & Smith, 2014, Buysse & Hollingsworth, 2009; Strain, 2014). Inclusion benefits more than the subset of children with disabilities. For example, families of children without disabilities hold generally positive views of inclusion (Odom, Buysse, & Soukakou, 2011). Also, as a result of inclusive experiences, typically developing children gain positive educational and attitudinal outcomes, such as tolerance and acceptance of individual differences in their peers (Buysse & Hollingsworth, 2009; Strain, 2014). Although research has consistently demonstrated the benefits of inclusion, universal access to inclusive programs for children with disabilities is far from a reality (Barton & Smith, 2014). Early childhood education, with support on the national front, is taking strides to ensure that children with disabilities are included in classrooms with their typically developing peers. The U.S. Department of Health and Human Services (HHS), in conjunction with the U.S. Department of Education (DoE), recently published a Policy Statement on the Inclusion of Children With Disabilities in Early Childhood Programs (2015) outlining the scientific base for the benefits of inclusion as well as the legal foundation for inclusion. Acknowledging that there are challenges, HHS and the DoE promote building a culture of inclusion and offer a list of recommendations to states (e.g., implementing statewide supports for children's social-emotional and behavioral health). This document also includes recommendations to local communities (e.g., assessing and improving the quality of inclusion in early childhood programs).