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Remedial and Special Education
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Seeing Eye-to-Eye

Are Parents and Professionals in Agreement About the Benefits of Preschool Inclusion?

Mary Ellen Seery

Department of Teacher Education, School of Education

Pegi M. Davis

Evaluation Services Center at the University of Cincinnati

Lawrence J. Johnson

University of Cincinnati

In the study reported here, early childhood professionals and parents of children with and without disabilities were questioned both at the beginning and at the end of a full school year regarding their hopes and concerns about inclusion. Results suggest that at the broadest category levels, both groups show agreement about the benefits and concerns related to inclusion, and little shift was noted from the beginning to the end of the study Differences emerged at the subcategory levels, especially in regard to the future of inclusion. Both parents and teaching professionals/staff indicated some concern about general education preschool teachers' preparation to meet the needs of children with complex special needs. Implications for practice and needs for future research are explored.

Remedial and Special Education, Vol. 21, No. 5, 268-319 (2000)
DOI: 10.1177/074193250002100504
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This article has been cited by other articles:


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 Journal of Early InterventionHome page
Y. Rafferty and K. W. Griffin
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Journal of Early Intervention, April 1, 2005; 27(3): 173 - 192.
[Abstract] [PDF]

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 Journal of Special EducationHome page
G. Lindsay and J. E. Dockrell
Whose Job Is It?: Parents' Concerns About the Needs of Their Children with Language Problems
Journal of Special Education, February 1, 2004; 37(4): 225 - 235.
[Abstract] [PDF]