Differences in child care quality for children with and without disabilities

Jennifer Grisham-Brown, Megan Cox, Meg Gravil, Kristen Missall

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality characteristics have been articulated. Research has suggested that inclusive and non-inclusive settings may offer different levels of care as measured against best practices and essential quality characteristics. Therefore, the purpose of the current study was to examine program quality in inclusive and non-inclusive preschool classrooms using observational, interview, and survey data. Results showed that inclusive classrooms earned higher scores on an observational measure of global quality and higher scores on an observational measure of language and literacy. Results also suggested that teachers with higher levels of education tend to have classrooms of higher quality. Practice or Policy: Implications for future research and practice are discussed.

Original languageEnglish
Pages (from-to)21-37
Number of pages17
JournalEarly Education and Development
Issue number1
StatePublished - Jan 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'Differences in child care quality for children with and without disabilities'. Together they form a unique fingerprint.

Cite this