Chinese Parents’ Beliefs about the Importance and Feasibility of Quality Early Childhood Inclusion

References

• Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64, 115–131.10.1177/001440299706400108
   Web of Science ®Google Scholar
• Buysse, V., Wesley, P. W., & Keyes, L. (1998). Implementing early childhood inclusion: Barrier and support factors. Early Childhood Research Quarterly, 13, 169–184.10.1016/S0885-2006(99)80031-3
   Web of Science ®Google Scholar
• Diamond, K. E., & Hestenes, L. L. (1996). Preschool children’s conceptions of disabilities. Topics in Early Childhood Special Education, 16, 458–475.10.1177/027112149601600406
   Web of Science ®Google Scholar
• Diamond, K. E., & LeFurgy, W. G. (1994). Attitudes of parents of preschool children toward integration. Early Education and Development, 5, 69–77.10.1207/s15566935eed0501_6
   Google Scholar
• Fan, X., & Sivo, S. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42, 509–529.10.1080/00273170701382864
   Web of Science ®Google Scholar
• Frankel, E. B., Gold, S., & Ajodhia-Andrews, A. (2010). International preschool inclusion: Bridging the gap between vision and practices. Young Exceptional Children, 13, 2–16.10.1177/1096250610379983
   Google Scholar
• Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants & Young Children, 14(2), 1–18.
   Web of Science ®Google Scholar
• Hu, B. (2015). Comparing cultural differences in two quality measures in Chinese kindergartens: The early childhood environment rating scale-revised and the kindergarten quality rating system. Compare: A Journal of Comparative and International Education, 45, 94–117.
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hu, B., & Roberts, S. K. (2011). Examining innovation through the views of Chinese directors on the initiation of early childhood inclusion among public kindergartens. The Journal of School Leadership, 21, 548–581.
   Google Scholar
• Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. International Journal of Early Childhood, 42, 59–66.10.1007/s13158-010-0005-7
   Google Scholar
• Hu, B., Wu, H., Su, X., & Roberts, S. (2017). An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education, 21, 187–204. doi:10.1080/13603116.2016.1193563
   Web of Science ®Google Scholar
• Hurley, J. J., & Horn, E. M. (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32, 335–350.10.1177/1053815110385650
   Web of Science ®Google Scholar
• Deng, M., Poon-Mcbrayer, K. F., & Farnsworth, E. B. (2001). The development of special education in China. Remedial and Special Education, 22, 288–298.10.1177/074193250102200504
   Web of Science ®Google Scholar
• Odom, S. L., Horn, E., Marquart, J., Hanson, M., Wolfberg, P., Beckman, P., … Sandall, S. (1999). On the forms of inclusion. Journal of Early Intervention, 22, 185–199.10.1177/105381519902200301
   Web of Science ®Google Scholar
• Odom, S. L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M., … Horn, E. M. (2004). Preschool inclusion in the United States: A review of research from an ecological systems perspective. Journal of Research in Special Educational Needs, 4, 17–49.10.1111/J.1471-3802.2004.00016.x
   Google Scholar
• Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. Exceptional Children, 67, 467–484.10.1177/001440290106700403
   Web of Science ®Google Scholar
• Peck, C. A., Staub, D., Gallucci, C., & Schwartz, I. (2004). Parent perception of the impacts of inclusion on their nondisabled child. Research & Practice for Persons with Severe Disabilities, 29, 135–143.10.2511/rpsd.29.2.135
   Web of Science ®Google Scholar
• Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents’ perspectives. Journal of Early Intervention, 24, 266–286.10.1177/105381510102400403
   Web of Science ®Google Scholar
• Rafferty, Y., & Griffin, K. W. (2005). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. Journal of Early Intervention, 27, 173–192.10.1177/105381510502700305
   Web of Science ®Google Scholar
• Sigel, I. E., McGillicuddy-De Lisi, A. V., & Goodnow, J. J. (Eds.). (1992). Parental belief systems: The psychological consequences for children. New York, NY: Psychology Press.
   Google Scholar
• Stoiber, K. C., Gettinger, M., & Goetz, D. (1998). Exploring factors influencing parents’ and early childhood practitioners’ beliefs about inclusion. Early Childhood Research Quarterly, 13, 107–124.10.1016/S0885-2006(99)80028-3
   Web of Science ®Google Scholar
• Su, X. Y., & Guo, J. J. (2011). Survey on early intervention of children with autism spectrum disorders in Shanghai [In Chinese]. Early Childhood Education (Education Science), 6, 47–50.
   Google Scholar
• Su, X. Y., & Wu, Z. X. (2013). Research on the attitude of Shanghai ordinary children’s parents towards inclusive education for children with autism spectrum disorders [In Chinese]. Early Childhood Education (Education Science), 3, 43–47.
   Google Scholar
• Wang, Z., & Shen, R. (2009). The predicament and reflection on learning in regular class in preschool period [In Chinese]. Journal of Chongqing Normal University Edition of Social Science, 2, 114–119.
   Google Scholar
• Yu, J. (2012). An investigation into teachers’ and parents’ attitudes to the inclusive education and a case study on retarded children [In Chinese] (Master dissertation). Shanghai Normal University, Shanghai, China.
   Google Scholar