“We Are Here for the Kids”: A Case Study About Including Children with Disabilities in Head Start

Authors

  • Alina Mihai Indiana University Kokomo
  • Gretchen Butera Indiana University Bloomington

DOI:

https://doi.org/10.55370/hsdialog.v20i1.724

Keywords:

children with disabilities, inclusion, peer interactions, adaptations

Abstract

A substantial number of children with disabilities are enrolled in Head Start and it is therefore important to understand how they are included in this context. The inclusion of children with disabilities in eight classrooms across one Midwestern Head Start program is examined in this exploratory case study. How Head Start teachers plan and adapt activities with the needs of all children in mind, how they collaborate with others on behalf of children, and how children with disabilities participate in inclusive classrooms is described. Findings were presented in four cross-case themes: 1) Planning for Children, 2) Adapting Activities for Children with Disabilities, 3) Including All by Facilitating Peer Interactions, and 4) Connecting in a Community. Implications for practice are presented

Author Biographies

Alina Mihai, Indiana University Kokomo

Assistant Professor of Special Education, Indiana University Kokomo

Gretchen Butera, Indiana University Bloomington

Professor of Special Education, Indiana University Bloomington

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Published

2017-12-20

Issue

Section

Research Articles