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Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

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Abstract

In this qualitative study, we examined the lived experiences of three typically developing children participating in inclusive preschool programs for children with special needs. Inclusion has been considered a best practice in early childhood programs for many years; however, some may still argue that the benefits for children with disabilities are greater than for those without. Prior research has explored the benefits of inclusion for young children with special needs but has not focused as intentionally on the benefits for young children with typical abilities. In this study, we followed three preschool children with typical development for one school year. Employing an hermeneutical framework, we used observations, interviews with teachers and parents, and artifact reviews to examine how these three children made meaning of their experiences. Findings indicated that all three children made social gains and demonstrated improved perceptions of peer with disabilities after participating in their respective programs. The results suggest that inclusive preschool programs may be viewed as beneficial for all children.

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Authors and Affiliations

  1. Towson University, 8000 York Road, Towson, MD, 21252, USA

    Amy K. Noggle

  2. Department of Education, University of Maryland Baltimore County, 1000 Hilltop Circle, Baltimore, MD, 21250, USA

    Michele L. Stites

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  1. Amy K. Noggle
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  2. Michele L. Stites
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Correspondence to Michele L. Stites.

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Noggle, A.K., Stites, M.L. Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience. Early Childhood Educ J 46, 511–522 (2018). https://doi.org/10.1007/s10643-017-0879-1

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  • DOI: https://doi.org/10.1007/s10643-017-0879-1

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