Research Synthesis Points on Early Childhood Inclusion
National Professional Development Center on Inclusion (NPDCI)
Chapel Hill: The University of North Carolina, FPG Child Development Institute.
Research Synthesis Points on Early Childhood Inclusion consists of a summary of key conclusion or "synthesis points" drawn from a review of the literature or research syntheses on early childhood inclusion. Each synthesis point is followed by a list of supporting articles.
Preschool inclusion in the United States: A review of research from an ecological systems perspective
Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M., et al.
This article from the Journal of Research in Special Educational Needs reviews research on the inclusion of preschool children with disabilities in programs with typically developing children. Drawing mainly from studies conducted in the United States, research on child characteristics, classroom practices, family perspectives, social policy, culture and changes in variables across time are described.
Janko, S. & Proter, A. (1997). Portraits of Inclusion through the eyes of children, families, and educators. Early Childhood Research Institute on Inclusion.