The impact of inclusion programs on children goes beyond the classroom. It reflects families’ and children’s experiences with school systems and communities. Inclusion is more than an issue of disability, a set of strategies, or a placement. It involves the need for all children to be a part of the classroom (Odom, Schwartz, & ECRII Investigators, 2002) and for their families to be a part of their educational experiences (Soodak & Erwin, 1995). The purpose of this chapter is to identify the barriers to and facilitators of inclusion in early childhood programs through listening to the voices of parents and analyzing effective inclusive practices in the literature. The chapter is organized around five themes derived from the voices of parents about their children with disabilities in preschool placements. These themes are then connected to the findings in the literature including the key characteristics of early childhood inclusion programs. The reader is encouraged to identify the barriers to and facilitators of inclusion that the parents share through their lived experiences for each theme as well as reflect on the ways in which schools can include and collaborate with parents to foster a partnership that supports all children.
Warren, S.R. (2017), "Hidden Voices: Parents’ Perspectives on the Barriers to and Facilitators of Inclusion on Their Preschool Children with Disabilities", Working with Families for Inclusive Education (International Perspectives on Inclusive Education, Vol. 10), Emerald Publishing Limited, Bingley, pp. 151-174. https://doi.org/10.1108/S1479-363620170000010016
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