Disabilities and Inclusive Practices within Toronto Preschools

Autor/inn/en	Killoran, Isabel; Tymon, Dorothy; Frempong, George
Titel	Disabilities and Inclusive Practices within Toronto Preschools
Quelle	In: International Journal of Inclusive Education, 11 (2007) 1, S.81-95 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Stellungnahme; Pervasive Developmental Disorders; Language Impairments; Foreign Countries; Resource Teachers; Child Care; Inclusive Schools; Mainstreaming; Access to Education; Early Intervention; Educational Policy; Speech Impairments; Administrator Attitudes; Special Needs Students; Student Needs; Faculty Development; Barriers; Disabilities; Academic Accommodations (Disabilities); Canada + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Lehrpersonal; Kinderfürsorge; Kinderbetreuung; Inclusive school; Integrative Schule; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Language handicps; Language impairments; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Kanada
Abstract	A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disabilities. They interviewed the directors of 354 licensed preschools in Toronto about the inclusion of children with disabilities into their centres. Analysis revealed that only 2.4% of the students in these centres were identified as having a disability; the two most frequently identified disabilities were Autism Spectrum Disorders and speech and language disorders. The majority of directors stated that they would turn away a child because of a disability. The centres that were most inclusive had service providers come into the centre, but very few (17%) of these centres had resource teachers as support. The analysis further indicates a large number of centres that currently are not identified as capable of providing special need services and are not directly operated by the Ministry of Education. With staff development and funding, these centres have the potential to provide services to children of disabilities. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10