PUTTING INCLUSION INTO PRACTICE - PERSPECTIVES OF TEACHERS AND PARENTS

Inclusion and parent involvement are considered best practice in early childhood education, but few empirical studies have focused on the pr actical application of these concepts. This study used qualitative and quantitative methods to investigate the perspectives of parents of ch ildren with disabilities and teachers in inclusive settings regarding parent involvement and factors contributing to successful inclusion. M ost Parents reported that they felt a high degree of involvement. on t he team, and teachers generally indicated positive attitudes toward pa rent involvement. Both parents and teachers acknowledged the need for a shared commitment among all involved parties. Parents also reported that positive attitudes toward persons with disabilities were essentia l to successful inclusion, while teachers focused on the need for supp orts and resources.