Open Access Graduate Research Paper
This paper reviews the literature on inclusion of preschool children who have been placed into regular early childhood settings. Included in the introduction is the history of inclusion. The purpose of this study is to examine the literature concerning the effectiveness of the full inclusion approach in which preschool children with disabilities are assigned to regular early childhood classrooms. The following questions are addressed in relation to the purpose: 1 . In early childhood settings, should full inclusion be implemented for all preschool children with educational disabilities? 2. Does any given category of early childhood special education student benefit from the full inclusion approach more than preschool children from other special education categories? 3. How does full inclusion affect the development of social, cognitive, language and functional skills used by preschool handicapped children and typically developing peers with whom the preschool handicapped children share a classroom? Arguments in favor of and against the full inclusion approach for preschoolers are addressed. Analysis of the literature reveals two philosophical views in conflict. Both views are explored from the perspective of teachers, parents, and other district personnel. The general focus of the conclusion of the study is on pre-placement and philosophical issues that need to be addressed for full inclusion to be effective. Recommendations are given for further research.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Charles R. May
1 PDF file (36 leaves)
©1995 Karen J. Spahn
Spahn, Karen J., "The effectiveness of full inclusion of preschool children with disabilities into regular Early Childhood settings" (1995). Graduate Research Papers. 3338.