Quality of early childhood programs in inclusive and noninclusive settings

被引：60

作者：

Buysse, V ^{[1
]}

Wesley, PW ^{[1
]}

Bryant, D ^{[1
]}

Gardner, D ^{[1
]}

机构：

[1] Univ N Carolina, Frank Porter Graham Child Dev Ctr, Chapel Hill, NC 27599 USA

来源：

EXCEPTIONAL CHILDREN | 1999年 / 65卷 / 03期

关键词：

D O I：

10.1177/001440299906500302

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study assessed factors that contributed to global program quality in early childhood settings. The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina. The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality. The study found that GZ (34%) of the early childhood programs reported enrolling at least one child with disabilities. The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs. Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality: teacher education, professional experience, and teacher self-ratings of knowledge and skill.

引用

页码：301 / 314

页数：14

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