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• 1. [Article] Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions

  Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working ...

  Citation × Citation Citation Abstract Copy Title: Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions Author: Ama, Shane, Brennan, Eileen M., Berman, Sara, Bradley, Jennifer R. Year: 2004 Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working parents (Rosenzweig, Brennan, & Ogilvie, 2002) found child care to be particularly difficult to find and maintain for families that included children with EBCs. Participants reported a number of barriers to child care arrangements that could successfully meet their family's needs. First, since few qualified providers had the expertise to meet the needs of children with EBCs, arrangements were difficult to find. A combination of the lack of quality care in general, and few qualified providers for children with emotional or behavioral problems, created a nearly impossible situation for working families looking for child care. The aim of the Models of Inclusion in Child Care study (MICC) was to identify and investigate programs and strategies that improve access for families of children with emotional or behavioral disorders to child care that is inclusive, family-centered, culturally competent, and of high quality. Title: Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions Author: Ama, Shane, Brennan, Eileen M., Berman, Sara, Bradley, Jennifer R. Year: 2004 Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working parents (Rosenzweig, Brennan, & Ogilvie, 2002) found child care to be particularly difficult to find and maintain for families that included children with EBCs. Participants reported a number of barriers to child care arrangements that could successfully meet their family's needs. First, since few qualified providers had the expertise to meet the needs of children with EBCs, arrangements were difficult to find. A combination of the lack of quality care in general, and few qualified providers for children with emotional or behavioral problems, created a nearly impossible situation for working families looking for child care. The aim of the Models of Inclusion in Child Care study (MICC) was to identify and investigate programs and strategies that improve access for families of children with emotional or behavioral disorders to child care that is inclusive, family-centered, culturally competent, and of high quality. Close

• 2. [Article] Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges

  Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers ...

  Citation × Citation Citation Abstract Copy Title: Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges Author: Brennan, Eileen M., Bradley, Jennifer R., Ama, Shane, Cawood, Natalie Diane Year: 2003 Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers of those affected appear to be growing (U.S. Public Health Service, 2000). With the entry of many family caregivers into the workforce, increasing numbers of children with these challenges are enrolling in child care settings that offer services to infants, toddlers, young children, or school aged youth (Shonkoff & Phillips, 2000). Child care settings can provide a unique opportunity to address the needs of children with emotional or behavioral challenges and their families, by fostering the children's social and emotional development and by providing links with mental health and family support services (Cohen & Kaufman, 2000; Knitzer, 2000; President's New Freedom Commission on Mental Health, 2003). However, interviews with parents of children having mental health needs convinced our research team that finding and maintaining child care arrangements is extremely difficult for these families (Rosenzweig, Brennan, & Ogilvie, 2002). This monograph reports on an investigation of child care programs that have successfully served families of children with emotional or behavioral challenges in a fully inclusive way. Our research team defined inclusion as the delivery of comprehensive services to children with emotional and behavioral challenges in settings that have children without these disorders, and the participation of all children in the same activities, with variations in the activities for those children whose needs dictate the adaptation (Kontos, Moore, & Georgetti, 1998). Title: Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges Author: Brennan, Eileen M., Bradley, Jennifer R., Ama, Shane, Cawood, Natalie Diane Year: 2003 Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers of those affected appear to be growing (U.S. Public Health Service, 2000). With the entry of many family caregivers into the workforce, increasing numbers of children with these challenges are enrolling in child care settings that offer services to infants, toddlers, young children, or school aged youth (Shonkoff & Phillips, 2000). Child care settings can provide a unique opportunity to address the needs of children with emotional or behavioral challenges and their families, by fostering the children's social and emotional development and by providing links with mental health and family support services (Cohen & Kaufman, 2000; Knitzer, 2000; President's New Freedom Commission on Mental Health, 2003). However, interviews with parents of children having mental health needs convinced our research team that finding and maintaining child care arrangements is extremely difficult for these families (Rosenzweig, Brennan, & Ogilvie, 2002). This monograph reports on an investigation of child care programs that have successfully served families of children with emotional or behavioral challenges in a fully inclusive way. Our research team defined inclusion as the delivery of comprehensive services to children with emotional and behavioral challenges in settings that have children without these disorders, and the participation of all children in the same activities, with variations in the activities for those children whose needs dictate the adaptation (Kontos, Moore, & Georgetti, 1998). Close

• 3. [Article] Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds

  The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based ...

  Citation × Citation Citation Abstract Copy Title: Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds Author: Brennan, Eileen M., Ama, Shane, Caplan, Elizabeth Haran, Warfield, Olivia, Archer, Sherry Year: 2002 The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based child care settings (Whitney, Grozinsky, & Poppe, 1999). But even a legal mandate is not sufficient to guarantee access to realistic and suitable child care options for every family, particularly those having children with emotional or behavioral disorders (National Child Care Information Center [NCCIC], 1997). The presentation addressed governmental policy and planning efforts to include children with emotional or behavioral challenges in settings with typically developing children. Particularly, presenters discussed the policy and planning context that resulted in current Child Care Development Fund plans, reported preliminary results of a content analysis of the plans, discussed a family member’s perspective on child care arrangements, and outlined some strategies for and barriers to inclusion gathered from directors of model programs. Title: Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds Author: Brennan, Eileen M., Ama, Shane, Caplan, Elizabeth Haran, Warfield, Olivia, Archer, Sherry Year: 2002 The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based child care settings (Whitney, Grozinsky, & Poppe, 1999). But even a legal mandate is not sufficient to guarantee access to realistic and suitable child care options for every family, particularly those having children with emotional or behavioral disorders (National Child Care Information Center [NCCIC], 1997). The presentation addressed governmental policy and planning efforts to include children with emotional or behavioral challenges in settings with typically developing children. Particularly, presenters discussed the policy and planning context that resulted in current Child Care Development Fund plans, reported preliminary results of a content analysis of the plans, discussed a family member’s perspective on child care arrangements, and outlined some strategies for and barriers to inclusion gathered from directors of model programs. Close