In this study, in-classroom transitions in inclusive preschools in Turkey were examined. The study, which was conducted with the descriptive model, was carried out with 30 preschool teachers and 30 children with special needs (CWSN) and 30 children without special needs from these teachers' classes. In order to collect data, Information Form and…

This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were…

Reviews research on social integration of special needs children into regular preschool programs. Techniques used to facilitate integration are reassessed. Suggestions for teacher promotion of social integration are provided. (RJC)

Examined attitudes of 76 Singaporean preschool teachers and supervisors regarding integrating young children with disabilities into mainstream preschool centers. Findings indicated that the majority of teachers were willing to consider integrating but voiced concerns about their abilities to cope on a daily basis without relevant information about…

Investigated student teacher interactions during video tapes of free play periods with disabled and normal preschoolers enrolled in two preschool programs. Findings suggest that teacher education programs could help adults to overcome stereotypic actions toward special needs children. (Author/DST)

Discusses the major components of the Americans with Disabilities Act of 1990 applicable to day care facilities. Offers guidelines for admitting disabled children, and for determining whether an accommodation is reasonable or an unreasonable burden. Considers an ADA case involving discrimination against a diabetic child for insights into the…

Twelve preschoolers took part in an educational program designed to encourage social interactions with disabled children. Preschoolers who received the educational program made 14 positive social interactions with a visiting disabled child, compared to 2 made by a control group who did not receive the program. (MDM)

Discusses the problems involved in integrating physically disabled children into ordinary schools in England. Problems of coordination with health agencies, devising educational plans, and modifying the school environment are illustrated through a case study of a disabled child. Other issues are teacher training, responsibility for preparing the…

Focuses on methods of teaching toileting and independent eating skills to children with disabilities. Methods for teaching toileting skills include timed toileting, scheduled toileting, and the rapid technique. Methods for teaching self-feeding include systematic instruction, positioning techniques, and adaptive modifications. Notes that both…

Outlines elements to be considered when special needs children are integrated into a regular preschool, day care, or elementary program. A research review focuses on attitudes and behaviors of teachers and opinions and concerns of parents. The roles of teacher and parents must be considered if integration is to be successful. (NH)

This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad…

Describes a successful training model for early childhood educators (Grades K-three) and paraprofessionals who are unprepared to work with mainstreamed handicapped children. Specifically discussed are program goals and objectives; training modules; training activities; on-site visitation; evaluation; and discussion and recommendations. (Author/DST)

Examines definitions of inclusion, mainstreaming, and integration, focusing on developments within the United States. Reviews legislation leading to inclusion, the debate about use of inclusion in early-childhood special education, and the rationale and research supporting inclusion. Describes factors necessary for successful inclusion, including…

Describes a system of inservice training and support delivered to mainstream day care personnel by the staff of the Social Integration Project. The results of the project's goal to integrate handicapped preschool children into day care programs are measured by the progress of the children served and by teacher attitudes. (Author/DT)