Inclusion in the context of competing values in early childhood education |
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| Institution: | 1. Georgia Southern University, Department of Chemistry, Statesboro, GA 30460, USA;2. LERMA, Observatoire de Paris, PSL Research University, CNRS, Sorbonne Universités, UPMC Univ. Paris 06, F-92190 Meudon, France;3. Mail Stop 245-1, NASA Ames Research Center, Moffett Field, CA 94035-1000, USA;1. University of Virginia, United States;2. University of Texas at Austin, United States;1. Center for Advanced Teaching and Learning, Curry School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA 22904, United States;2. Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E Cameron Ave Chapel Hill, NC 27514, United States;3. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180 Chapel Hill, NC 27599-8180, United States;4. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC 27514, United States |
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| Abstract: | Inclusion of preschoolers with disabilities in programs for typically developing children has a strong legal, rational, moral, and empirical basis. Despite this compelling foundation, however, the desirability of inclusion continues to be debated and acceptable options for inclusive placements are often difficult to find. In this paper, we argue that professionals and parents are often placed in a position in which inclusion must be weighed against other compelling values in making decisions about placements for children. We describe three competing values—high-quality programs, specialized services, and family-centered practices—and demonstrate how in many communities these values and inclusion are difficult to achieve simultaneously. We argue that placement in inclusive settings should be a goal for all children with disabilities, but that placements should also be of high quality, sufficiently specialized, and consistent with family priorities. We conclude with a series of recommendations for changes needed if this goal is to be attained. |
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