Evaluation of an InserviceModel to Teach Child Care Providers About Inclusion
Journal of Research in Childhood Education
This study investigates the effects of an inservice education project focused on care for children with disabilities. Employees of home- and center-based child care programs were randomly assigned to training and control groups. Caregivers who received training attended group meetings and observed on-site demonstrations under live and videotaped presentation conditions. During the first year, a multidisciplinary team consisting of eight professionals presented monthly workshops and conducted on-site consultation and demonstration visits at the child care settings. During the second year, one professional presented videotapes and led discussions during group meetings, and a graduate student assistant conducted the on-site consultation and demonstration visits. Two control groups of caregivers did not receive any training. Caregivers who participated in the training groups earned significantly higher scores on an observation scale and on a self-rating questionnaire than caregivers who were assigned to the control groups. There were no significant differences between the two training conditions; the video presentations were as effective as the live presentations. This study supports the use of a relatively inexpensive and time-efficient approach to inservice education about inclusion of children with disabilities into child care environments.
Espinosa, L. M., Gillam, R. B., Busch, R. F., & Patterson, S. S. (1998). Evaluation of an inservice model to teach child care providers about inclusion. Journal of Research in Childhood Education, 12, 130-142