Including everyone from the start: lessons learned from Head Start

This research to practice article summarizes the findings from a case study focused on examining how children with disabilities were included in eight Head Start classrooms in one Midwestern Head Start program. Lessons learned from this study provide important implications for practice. Specifically: 1) Teachers must be provided with support to recognize and address the individual needs of children with disabilities in their classroom; 2) Teacher need to intentionally facilitate peer interactions between children with and without disabilities; 3) Key stakeholders involved in serving children with disabilities should prioritize developing effective partnership; 4) Efforts are necessary to reduce the negative impacts of external factors influencing the quality of inclusive classroom environments.


Publication Date:
2017
Date Submitted:
Feb 26 2019
ISSN:
1930-9325
Citation:
NHSA Dialog, 20, 1
Note:
A freely accessible, full text version is available using the link(s) in External Resources.
External Resources:




 Record created 2019-02-26, last modified 2019-04-03


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