Young children’s understanding of disabilities implications for attitude development and inclusive education

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In the world of early childhood special education, services are provided along two oftentimes separate service delivery and funding streams that are designed to meet the needs of (a) infants and toddlers (birth to 3) and (b) preschool age children (ages 3-5). Preschool special education services are mandated (hence, required to be provided by states) while infant/toddler services are discretionary (Taylor, McGowan, & Linder, 2009). Inclusion of young children with disabilities in classrooms with typically developing peers has become a primary service option in early childhood special education (Odom, 2000). Data reveal that approximately half of all preschoolers with disabilities receive special education services in programs that include typically developing peers (U. S. Department of Education, 2004). Theoretical, empirical, and ethical rationales emphasize that children with disabilities should have opportunities to interact with their typically developing peers (Hestenes & Carroll, 2000, p. 229).

Original languageEnglish (US)
Title of host publicationHandbook of Research on the Education of Young Children
EditorsOlivia N Saracho, Bernard Spodek
PublisherTaylor and Francis
Pages345-354
Number of pages10
Edition3
ISBN (Electronic)9781136897023
ISBN (Print)9780415884341
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

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    Yu, S., & Ostrosky, M. M. (2013). Young children’s understanding of disabilities implications for attitude development and inclusive education. In O. N. Saracho, & B. Spodek (Eds.), Handbook of Research on the Education of Young Children (3 ed., pp. 345-354). Taylor and Francis. https://doi.org/10.4324/9780203841198-32