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Journal of Early Intervention
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Benefits and Risks of Reverse Inclusion for Preschoolers With and Without Disabilities: Parents' Perspectives

Yvonne Rafferty

Pace University, YRafferty{at}Pace.edu

Caroline Boettcher

Pace University

Kenneth W. Griffin

Cornell University

In this article, we compare the perceived benefits and risks of inclusion among 244 parents whose preschoolers with and without disabilities attended a community-based reverse inclusion program. Parents reported strong support for inclusion and differed on only one attitude dimension. Perceived risks for typically developing children were greater among parents of typically developing children than among parents of children with disabilities. Level of support was consistent for parents of children with mild, moderate, and severe disabilities. Parents reported greater support for including children with mild-moderate disabilities, as well as those with speech or orthopedic impairments. Rates of program satisfaction and parent involvement were high and 94% indicated they would place their child in a similar program again.

Journal of Early Intervention, Vol. 24, No. 4, 266-286 (2001)
DOI: 10.1177/105381510102400403
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Y. Rafferty and K. W. Griffin
Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Providers
Journal of Early Intervention, April 1, 2005; 27(3): 173 - 192.
[Abstract] [PDF]