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Journal of Early Intervention
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Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Providers

Yvonne Rafferty

Pace University, YRafferty{at}Pace.edu

Kenneth W. Griffin

Weill Medical College of Cornell University

This study compares perspectives about benefits and risks of inclusion of 237 parents of children with and without disabilities and 118 providers in the same community-based reverse inclusion preschool program, using the same measures. Confirmatory factor analyses revealed a two-factor structure, risks and benefits, based on scale scores from the study samples. Providers and parents strongly agreed that inclusion was beneficial for both preschoolers with and without disabilities. Parents' perspectives about potential risks for both groups of children were greater than providers' perspectives. Providers and parents reported greater support for including children with mild and moderate disabilities than children with severe disabilities. Attitudes toward inclusion among providers were not associated with years of experience. Implications for practice and research are discussed.

Journal of Early Intervention, Vol. 27, No. 3, 173-192 (2005)
DOI: 10.1177/105381510502700305
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[Abstract] [PDF]