Parents choosing to combine special and inclusive early years settings: the best of both worlds?
Parents choosing to combine special and inclusive early years settings: the best of both worlds?
复制标题
父母选择将特殊和包容性的早期环境结合起来：两全其美？
DOI：
10.1080/08856250701650045
复制
发表时间：
2007
影响因子：
2.6
通讯作者：
M. Nind
中科院分区：
文献类型：
--
作者：
R. Flewitt;M. Nind
本文重点介绍了父母在早期为孩子组合特殊和主流服务的观点，为父母如何为孩子的教育做出了这种选择；在实践中遇到的数据构成了一项基于英国的小型研究的一部分承诺包容。尽管在英国进行包容的早期教育，但许多幼儿的父母都选择了特殊的教育需求英格兰南部的三个当地教育当局（LEAS）的父母透露，将安置的实践广泛为五个。孩子们透露了有关选择过程的丰富细节，以及父母对研究结果的期望和经验，对包容性教育的发展及其外表明显影响，他们可能需要说服它可以提供足够的专业知识和足够的专业知识资源。
This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small‐scale, UK‐based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow‐up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources.