Analysis and comparison of provider perspectives following training focused on supporting the inclusion of children with disabilities in childcare programs

Individuals with Disabilities Education Act (IDEA) legislation in both Part C, infants and toddlers and Part B, children aged 3-21 mandate that children with disabilities be placed in the “natural environment” (Part C) or the “least restrictive setting” (Part B) (Individuals with Disabilities Education Act, 2004). While childcare centers are not required to comply with IDEA, they are required to offer reasonable accommodations for children and families with disabilities by the Americans with Disabilities Act (1990). The implication of these mandates is that many childcare providers in the U.S. work with children with disabilities in inclusive environments. Therefore, childcare providers need training and education that allows them to provide high quality services for children with disabilities. Currently, there is a lack of research on in-service community-based training opportunities that address inclusion for childcare providers. This paper aims to expand the current research base on this topic by analyzing administrative data describing childcare provider perspectives of training on the topic of inclusion in three different content areas: disability-specific training, training on challenging behaviors, and trainings that lead to a credential. The results suggest that the providers who complete training on the topic of inclusion are in some ways different from the larger population of providers when it comes to the auspice in which they work. Also, the content area of the training on inclusion may influence attendance and a provider’s reasons for attending. Finally, the results suggest a positive relationship between price and attendance in two content areas. Results are discussed in the bioecological framework, and possible implications are suggested.

Grantor dc:publisher

University of Delaware

Year dc:date.issued

2017

Author dc:creator

• Riser, Danielle M.

• Health and environmental sciences
• Education
• Childcare
• Early childhood
• Inclusion
• Professional development

DOI

https://doi.org/10.58088/6rmd-8k82

OAI identifier oai:identifier

oai:udspace.udel.edu:19716/23345