Quality of early childhood programs in inclusive and noninclusive settings.
This study assessed factors that contributed to global program quality in early childhood settings.
The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina.
The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality.
The study found that 62 (34%) of the early childhood programs reported enrolling at least one child with disabilities.
The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs.
Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality : teacher education, professional experience, and teacher self-ratings of knowledge and skill.
Mots-clés Pascal : Qualité, Service santé, Pédagogie spéciale, Traitement, Formation professionnelle, Enseignant, Santé mentale, Etats Unis, Amérique du Nord, Amérique, Enfant, Homme, Age préscolaire
Mots-clés Pascal anglais : Quality, Health service, Special education, Treatment, Occupational training, Teacher, Mental health, United States, North America, America, Child, Human, Preschool age
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0230509
Code Inist : 002B18H05B. Création : 16/11/1999.