A Case Study of Reverse Inclusion in an Early Childhood Classroom

4433 Words Feb 17th, 2013 18 Pages
A CASE STUDY OF REVERSE INCLUSION IN AN EARLY CHILDHOOD CLASSROOM

Michele Hanlon
Texas State University
CI 5390 Spring 2007
Dr. Nancy Langerock

Abstract
This is a case study of a preschool reverse inclusion program implemented at an elementary school in central Texas. This preschool class consists of 11 children with special needs ranging in severity. There are 4 typically developing students enrolled full-time in the class for a class total of 15 students. They are between the ages of three and five years old. There are two full-time lead teachers, two assistants, and one extended day teacher. This study consisted of parent surveys, teacher interviews, and student observations. The observations were done
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The child with the more severe disability was more often placed in the segregated classroom setting, and the more functional child tended to be placed in the inclusive setting. As for language development and social skills, in the inclusive settings, the children with severe disabilities had higher posttest scores in language development and social skills than the children in the segregated setting. However, the problem behaviors were lover in the segregated classroom. For the children with less severe disabilities in each of the two settings, the posttest scores were comparable. Along with this study, six other studies also compared the developmental progress of children with special needs in integrated and segregated settings. All of these studies found that inclusion was either comparable or more beneficial than the segregated settings (Raffetty, Piscitelli, and Boettcher, 2003). Another study was done on the social acceptance and rejection of preschool children with disabilities (Odom, Zercher, Li, Marquart, Sandall, & Brown, 2006). This study consisted of 80 children with disabilities who were enrolled in inclusive preschool programs across the nation. The results were that the students with disabilities that were less likely to interfere with problem solving and emotion regulation were more socially accepted (Odom, Zercher, Li,
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