Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Examining critical factors to include children with special needs in typical child care settings
Abstract
This study was designed to determine the extent of inclusion of children with special needs in typical child care settings in Nebraska. Independent variables included: education level, work experience, workshop training of providers, and furnishing consultation to providers. The dependent variable was inclusion. A mailed survey was utilized to conduct the study. A questionnaire was developed and reviewed by five professionals in early childhood. A pilot was completed, followed by mailings to 550 randomly selected child care providers throughout Nebraska. Responses were recorded and analyzed to determine demographic data and ascertain relationships among the variables. Analysis was conducted using Chi-square and Pearson Product Moment Correlation Co-efficient. Analysis was illustrated in tables, charts, and narrative explanation. Findings were reported in demographic descriptions of the population and in response to each of eight research questions. Significant relationships were found between education level and inclusion and education, experience and inclusion. Experience alone was not significant. The following conclusions have been drawn from the study: (1) A Bachelor of Arts or Child Development Associate degree increases inclusion opportunities. (2) Experience alone was not significant, but experience with education increased inclusion opportunities. (3) Less than one in five child care providers currently serve special needs children. 4) The number of exceptional children integrated is commonly one child per setting. (5) Child care for children ages 6-12 and 0-2 is less available than other ages. (6) Care providers prefer workshops in their own communities, maximum travel time from 15-60 minutes, scheduled after five p.m. weekdays or Saturday mornings, 2-3 hours duration, and at no expense. (7) Consultation would make a difference in enrollment and caring for special needs children. (8) Care providers perceived eight workshops as useful in caring for both typical and special needs children. (9) Less than 30 percent of care providers have no interest in special needs children. The researcher recommended education requirements, consultation, and workshop training to increase inclusion opportunities.
Subject Area
Preschool education|Special education|Teacher education
Recommended Citation
Wilmes, Barbara Johnson, "Examining critical factors to include children with special needs in typical child care settings" (1995). ETD collection for University of Nebraska-Lincoln. AAI9528838.
https://digitalcommons.unl.edu/dissertations/AAI9528838