| Language&Technology |
Lesson 2: Readings (1) |
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The Culture of Inclusion: Recognizing Diversity at Multiple Levels
Marci J.Hanson, Pamela Wolfberg, Craig Zercher, Maria Morgan, Sonya Gutierrez, Deidre Barnwell, Paula Beckman
Early Childhood Research Quarterly, 13, No. 1, 185-209(1998)
Abstracted by Anne Daugherty
The purpose of this paper is to examine how preschool programs and community sites acknowledge, adapt, and match the cultural preferences and/or expectations of participating children and families. The researchers employed a multi-site case study methodology, employing both quantitative and qualitative procedures. Data came from sixteen preschool inclusion programs across the United States. The participants include (1) children attending preschool programs, (2) parents and caregivers of the children, (3) direct service providers of the children, (4) administrators and policy makers.
A number of themes related to culture and diversity emerged from the qualitative study. They include:
- What are the relative contributions of cultural-linguistic differences and differences associated with disability in the acceptance or rejection of preschool children by their peers?
- How do families and teachers support young children and assuage difficulties arising from these differences?
- How does the cultural match between families' and teachers'/program staff members' values and beliefs affect their relationships and program planning?
- How do ethnic, cultural, and linguistic backgrounds influence families' use of community resources and their membership and belonging in their communities?
- How does the philosophical bent and/or the values of the larger community affect policies related to preschool education for children with disabilities?
The role of culture emerged as a central theme in the data analysis. Cultural perspectives were evident at every level of the study. The researchers note that the emergence of cultural/linguistic diversity as a theme of this study highlights the challenges posed by the larger issue of diversity. The inclusion of young children with disabilities in regular programs and community opportunities influences the degree to which the community and classroom cultures support diversity and inclusion of all children. Further, when family values and beliefs mesh with the community values, the most effective options appear.
