Child care for children with and without disabilities: The provider,observer, and parent perspectives |
| |
| Institution: | 1. Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska – Lincoln, 238 Teachers College Hall, Lincoln, NE 68588-0345, USA;2. Iowa State University, USA;3. University of California – Los Angeles, USA;1. Monash University, G10a, Building 5, Clayton Campus 3800, Australia;2. Monash University, Krongold Center Monash University, Clayton Campus 3800, Australia;1. USC, DRDC Policy Research Fellow at National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA;2. Center for Leadership in Disability, Georgia State University, School of Public Health, Epidemiology and Biostatistics, Atlanta, GA, USA;3. Learn the Signs. Act Early., National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA;4. Emory Autism Center, Emory University School of Medicine, Atlanta, GA, USA;1. College of Education, Temple University, 263 Ritter Annex, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122, United States;2. School of Family & Consumer Sciences, Texas State University, 601 University Drive, San Marcos, TX 78666, United States;3. Curry School of Education, University of Virginia, 238 Ruffner Hall, P.O. Box 800784, Charlottesville, VA 22904, United States;4. Curry School of Education, University of Virginia, 131D Bavaro Hall, P.O. Box 400260, Charlottesville, VA 22904, United States;1. School of Education, University of Cincinnati, Cincinnati, OH 45221, USA;2. The Crane Center for Early Childhood Research and Policy, The Ohio State University, OH, USA;3. Department of Audiology, Speech-Language Pathology and Deaf Studies, Towson University, MD, USA;1. Samfundet Folkhälsan, Folkhälsan Research Center, Topeliuksenkatu 20, 00250 Helsinki, Finland;2. Maastricht University, Department of Health Promotion, NUTRIM School of Nutrition and Translational Research in Metabolism, PO Box 616, 6200 MD Maastricht, The Netherlands;3. Department of Social Research, Faculty of Social Sciences, University of Turku, Assistentinkatu 7, 20014, Finland;4. Department of Early Childhood Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai po, New Territories, Hong Kong, Hong Kong;5. Faculty of Educational Sciences, University of Helsinki, PL 9 00014 Helsingin yliopisto, Finland;6. Department of Food and Nutrition, University of Helsinki, P.O. Box 66 (Agnes Sjöbergin katu 2), FI-00014, Finland;7. Department of Public Health, Clinicum, University of Helsinki, PL 20 (Tukholmankatu 8 B), 00014 Helsingin yliopisto, Finland |
| |
| Abstract: | This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families’ perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
