Preschool Inclusion

By S. Odom. 2000

238 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cb1e2ac9e165a6287f6d233ab0660dfccdd740b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. L. Fox
2. G. Dunlap
3. Y. Rafferty
4. Kenneth W Griffin
5. C. Miller-Perrin
6. S. K. Wurtele

In Education

1. L. Fox
2. G. Dunlap
3. Y. Rafferty
4. Kenneth W Griffin
5. M. Hemmeter

In Sociology and Political Science

1. Y. Rafferty
2. Kenneth W Griffin
3. C. Miller-Perrin
4. S. K. Wurtele

Citations in the corpus

• The Needs of Inclusive Preschool Teachers about Inclusive Practices. (2014, background): “The quality of inclusion programs varies according to program philosophy, administrative support, teacher training, and attitudes of instructors (Buysse, Wesley, Bryant, & Gardner, 1999); however, the most fundamental element needed for successful inclusion is general education classroom teachers (B”
• Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Providers (2005, background): “In addition, their beliefs and attitudes are viewed as being crucial in ensuring successful implementation of inclusion policies and programs for school age (Avramidis & Norwich, 2002) and preschool children (Gemmell-Crosby & Hanzlik, 1994; Guralnick, 2001; Odom, 2000; Odom & McEvoy, 1990).”
• Early Intervention, Positive Behavior Support, and Transition to School (2002, background): “…childhood education environments offer the child with challenging behavior competent communication, social interaction, and play partners; competent models of adaptive behavior for imitation; and opportunities for friendship formation and social relationships (Buysse & Bailey, 1993; Odom, 2000).”