Marci J. Hanson

Honoring the Cultural Diversity of Families When Gathering Data.

The cultural histories, values, and beliefs of families who are among the growing and diverse, non-white, non-Anglo population must be recognized and valued by early intervention specialists who provide family services. This article describes these concerns and suggests strategies for gathering information from these families.

On the Forms of Inclusion: Organizational Context and Individualized Service Models.

This paper describes multiple forms of inclusion for preschool children with and without disabilities. Researchers used a range of qualitative and quantitative methods to create case studies and summaries of 16 inclusive programs from 4 regional locations in the U.S. These programs varied on the 2 dimensions of organizational context and individualized service delivery models. Organizational contexts included community-based child care, Head Start, 3 public school contexts, and dual enrollment. The individualized service models that programs followed were itinerant-direct service, itinerant-collaborative consultative, team teaching, early childhood, early childhood special education, and integrative or inclusive activities.

Key Influences on the Initiation and Implementation of Inclusive Preschool Programs

Inclusion is a challenging educational practice to implement at the preschool level. We interviewed early childhood teachers, related services providers, program directors, and state-level administrators in 18 public schools, Head Start, and community-based programs in four geographical regions across the United States. Interviews were analyzed to determine factors that were facilitators of or barriers to the development of inclusive preschool programs and to describe where inclusion began for each of the programs. Key personnel was the strongest facilitator of inclusion across all programs. Other important influences were the provision of training and external support, holding a shared vision, and the impact of national and state policies.

Communities, families, and inclusion

Widespread interest in the concept of inclusion for young children with disabilities has been focused primarily on inclusion in day care and classroom settings. While these contexts provide important opportunities for inclusion, many other community contexts are also important. Interviews with families of children with and without disabilities were analyzed to identify factors that facilitated or served as barriers to childrens inclusion in community settings. These factors are described in terms of their application to children with and without disabilities and the extent to which they were reflected in communities of varying size and various income levels. Results are interpreted with respect to an ecological model and are discussed in terms of their implications for intervention.

Implementing Inclusive Early Childhood Education: A Call for Professional Empowerment

We present two scenarios involving a familys experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.

The Culture of Inclusion: Recognizing Diversity at Multiple Levels.

Abstract Federal and state initiatives to ensure public educational opportunities to youngsters with disabilities have resulted in the inclusion of these children in typical preschool and community placements. With these mandates come questions and concerns about the methods that are most useful in supporting children in these settings. Educators are challenged to provide services for children with a range of behavioral and developmental differences as well as services that are responsive to the diverse needs of children and families who vary considerably in their cultural, ethnic, and linguistic backgrounds. The purpose of this paper is to examine how preschool programs and community sites acknowledge, adapt, and match the cultural preferences and/or expectations of participating children and families. Themes related to culture and diversity which have emerged from this qualitative study are discussed as they influence preschool inclusion.

Addressing the Challenges of Families with Multiple Risks

All families face challenges throughout their lifespan. For a significant segment of the population, however, these challenges are multiple and constitute risks for the children and other family members. This article reviews the changing structures and characteristics of the American family and discusses the increased influence of several societal concerns, including poverty, substance abuse, and exposure to violence. These issues are considered in light of their potentially deleterious effects on child and family development and functioning. Recommendations include collaborations among educators, other service providers, and families to address the complex needs and challenges presented by families experiencing multiple risks.

Family Diversity: Implications for Policy and Practice

Families are as diverse as the individuals within them. This article explores the many facets of the contemporary family in the United States, including how families are defined and the variation among families on dimensions such as structure, size, and ethnic and linguistic characteristics. Further, the impact of sociohistorical factors, such as poverty, are discussed in terms of their influence on family functioning and life-style. The implications of models of child development also are examined and policy recommendations are considered in light of these diverse family characteristics and family needs.

“Can I Play with You?” Peer Culture in Inclusive Preschool Programs

Peer culture reflects the unique social worlds children construct out of everyday experiences with one another. This study explored the peer cultures of children with diverse abilities, backgrounds, and needs—focusing on 10 children with significant disabilities—in six inclusive preschool programs. Using a multi-method approach that included both qualitative and quantitative measures, themes were generated that portrayed how children with disabilities (1) expressed the desire to participate in peer culture through a range of social-communicative and symbolic behavior; (2) experienced inclusion in peer culture by coordinating social activity and establishing reciprocal relationships; and (3) experienced exclusion from peer culture through different forms of neglect, social-communicative breakdown, conflict, and rejection. Case vignettes and quotes serve to support and illustrate themes. The findings are discussed in terms of related sociocultural influences, implications for educational practice, and future directions in research.

Language, Culture, and Disability: Interacting Influences on Preschool Inclusion.

The interplay among language, culture, and disability in childrens experiences in inclusive preschool environments was examined as part of a larger study of preschool inclusion. A qualitative research design was employed using an ecological systems perspective. Data were collected through observations of preschool sites and through interviews with parents, classroom personnel, and program administrators. Themes related to the influence of culture and language on childrens participation in preschool programs were identified. These issues included a lack of identified goals related to language on Individualized Education Programs, the interaction of language with disability, the influence of communication skills on childrens interactions and abilities to form friendships, the effects of language differences on communication between home and school, and the need for more translation services and training for service providers related to cultural and linguistic issues.