TY - JOUR
T1 - Child care for children with and without disabilities
T2 - The provider, observer, and parent perspectives
AU - Knoche, Lisa
AU - Peterson, Carla A.
AU - Edwards, Carolyn P
AU - Jeon, Hyun Joo
N1 - Funding Information:
This project was supported by grants to the Center on Children, Families, and the Law at the University of Nebraska-Lincoln (UN-L) from the Administration for Children and Families under the auspices of a Child Care Partnership grant from the U.S. Department of Health and Human Services (Grant No. ACYF-PACC200001) and the Ewing Marion Kauffman Foundation. Support was also provided by the Department of Psychology at UN-L, the Department of Human Development and Family Studies at Iowa State University, and Juniper Gardens Children's Project at the University of Kansas (Grant #H325D000034 Post Doctoral Leadership Training Program in Intervention Research for Culturally and Linguistically Diverse Students with Disabilities). Carolyn Edwards was partially supported by the Institute for Agricultural and Natural Resources, UN-L, Journal Series 14333. Views expressed here have not been cleared with the grantors. The authors wish to thank the members of the Midwest Child Care Research Consortium who are conducting the larger study being done in conjunction with this project, all research team members involved in data collection efforts, and the child–care providers and parents who graciously made these efforts possible. We would also like to thank Helen Raikes, Julia Torquati, Susan Hegland, and Jackie Scott, and anonymous reviewers who made comments on earlier drafts of this paper.
PY - 2006
Y1 - 2006
N2 - This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families' perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended.
AB - This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families' perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended.
KW - Child care
KW - Children with disabilities
KW - Early childhood workforce
KW - Parent perceptions
KW - Quality and inclusive settings
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U2 - 10.1016/j.ecresq.2006.01.001
DO - 10.1016/j.ecresq.2006.01.001
M3 - Article
AN - SCOPUS:33644602438
SN - 0885-2006
VL - 21
SP - 93
EP - 109
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -