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Open Access Knowledge and Scholarship

Date of Award

12-2016

Culminating Project Type

Thesis

Degree Name

Early Childhood Special Education Studies: M.S.

Department

Child and Family Studies

College

School of Education

First Advisor

Jane Minnema

Second Advisor

JoAnn Johnson

Third Advisor

Marc Markell

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Inclusion, Early Childhood, Early Childhood Special Education, Preschool, Staff Perspectives

Abstract

Inclusion of young children with disabilities in early childhood settings has become a priority for many early childhood professionals and programs. Unfortunately there continues to be a large number of programs and schools who have not yet realized the benefits of this type of programming for most young children with disabilities. In this case study, a survey research design was used to examine the perspectives of staff who work in the early childhood programs within a single school district. Overall, the staff reported benefits to students who participate in inclusive programming versus pull out or self-contained programming.

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