Implementing early childhood inclusion: Barrier and support factors |
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| Institution: | 1. School of Social Work, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90034, United States;2. Department of Social Welfare, University of California, Los Angeles, 3250 Public Affairs Bldg, P.O. Box 951656, Los Angeles, CA 90095-1656, United States;3. Michigan State University, School of Social Work, 655 Auditorium Road, Room 246, East Lansing, MI 48824, United States |
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| Abstract: | This study examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion. Participants were 201 administrators and direct service providers from the early intervention, early childhood, and special education fields and 287 parents (primarily mothers) of young children with disabilities (birth through 5 years) who received early intervention services. A four-factor solution for barriers that accounted for 41% of the total variance emerged from an exploratory factor analysis. Because one of the factors was found to have low internal consistency, a three-factor solution was used in subsequent analyses. The three factors consisted of barriers associated with early childhood program quality, community resources, and coordinating and integrating services for children with disabilities and their families. Items reflecting supports for early childhood inclusion produced a single supports factor. A confirmatory factor analysis revealed a barriers factor structure for parents that was consistent with that obtained for professionals. Background variables contributed to explaining ratings of barriers and supports among parents who differed with respect to race, education, employment status, and experience with inclusion, lending further support for the validity of the factor structure. |
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