S. Janko et al., BEYOND MICROSYSTEMS - UNANTICIPATED LESSONS ABOUT THE MEANING OF INCLUSION, Topics in early childhood special education, 17(3), 1997, pp. 286-306
Despite the increasing prevalence of inclusive early education program
s, little is known about the organizational configurations and context
s of these programs, or the ways in which they are viewed by those who
develop and use them. This article describes several lessons learned
from a qualitative study of inclusive preschool programs. The lessons
focus on the meanings of inclusion as it relates to the organizational
and social contexts experienced and perceived by families, educators,
and administrators. Implications for the field are discussed with reg
ard to ideology and policy enactment, developmental appropriateness of
organizations and curricula, and the configuration of programs and se
rvices.