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Early Childhood Inclusion in the United States: Goals, Current Status, and Future Directions
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Guralnick, Michael J.; Bruder, Mary Beth – Infants and Young Children, 2016
The current status and future directions of early childhood inclusion in the United States are discussed from the perspective of 4 key goals: access, accommodations and feasibility, developmental progress, and social integration. Recommendations are put forward to promote inclusion goals emphasizing administrative structures, personnel…
Descriptors: Early Childhood Education, Inclusion, Preschool Education, Preschool Children
Peer Social Networks of Young Boys with Developmental Delays.
Guralnick, Michael J. – American Journal on Mental Retardation, 1997
Compared the community-based, peer social networks of 75 boys with developmental delays, 69 with communication disorders, and 66 without disabilities (ages 4-5). Results showed more limited peer social networks for both groups of children with disabilities based primarily on the frequency of contacts with peers and linkages established across…
Descriptors: Communication Disorders, Developmental Delays, Males, Peer Relationship
The Nature and Meaning of Social Integration for Young Children with Mild Developmental Delays in Inclusive Settings.
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Guralnick, Michael J. – Journal of Early Intervention, 1999
Examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early-childhood settings. A model of factors that influence social integration and their interrelationships is presented as a means of organizing future integration…
Descriptors: Developmental Delays, Early Childhood Education, Early Intervention, Inclusive Schools
Immediate Effects of Mainstreamed Settings on the Social Interactions and Social Integration of Preschool Children.
Guralnick, Michael J.; And Others – American Journal on Mental Retardation, 1996
This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by…
Descriptors: Developmental Delays, Group Dynamics, Inclusive Schools, Interaction Process Analysis
Mothers' Perceptions of the Benefits and Drawbacks of Early Childhood Mainstreaming.
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Guralnick, Michael J. – Journal of Early Intervention, 1994
A survey of 281 mothers of young children with cognitive delays, communication disorders, physical disabilities, risk of delays, or typical development revealed widespread support for the benefits of mainstreaming and a substantial number of perceived drawbacks. Mothers' perceptions of mainstreaming were similar across family demographics, child…
Descriptors: At Risk Persons, Communication Disorders, Disabilities, Instructional Effectiveness
Parent Perspectives of Peer Relationships and Friendships in Integrated and Specialized Programs.
Guralnick, Michael J.; And Others – American Journal on Mental Retardation, 1995
Interviews with mothers of preschool age children with established disabilities (n=230) and those classified as at-risk (n=32) were conducted, focusing on issues of children's peer relations and friendships. Mothers of children in both integrated and specialized settings perceived their respective settings as facilitating social development. Both…
Descriptors: At Risk Persons, Communication Disorders, Developmental Disabilities, Disabilities