Current Issues in the Practice of Early Childhood Integrated Education and Care of Children with Disabilities : An Analysis of Setting Factors

Abstract

Although many authors have emphasized the benefits associated with early childhood integrated education and care of children with disabilities and children without disabilities under the same roof, factors contributing to the actual success of this practice may be complicated. In the present paper, from an interbehavioral perspective, the setting factors relating to early childhood integrated education and care are discussed. The present review of research in Japan and the U. S. focuses in particular on (a) the ideas of early childhood integrated education and care, (b) children with disabilities, (c) programs, (d) children without disabilities, (e) teachers, (f) institutions for early childhood education and care, and (g) other institutions for children with disabilities. The present author considers that no researcher could provide support for the efficacy of early childhood integrated education and care practices without having evaluated these factors. In addition, issues that should become clarified in the future include research conducted in integrated settings, collaboration between teachers and specialists, establishment of technical knowledge on early childhood integrated education and care, determination of treatment for children unsuitable for integrated settings, and community integration outside of early intervention settings.