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Impact of Trainings on Child Care Providers’ Attitudes and Perceived Competence Toward Inclusion: What Factors Are Associated With Change?
Mary J. Baker-Ericzén*,
Mary Garnand Mueggenborg,
and
Mary M. Shea
* To whom correspondence should be addressed. E-mail: mbaker{at}casrc.org.
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Abstract |
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This study examined a comprehensive modularized inclusion training program provided to 1,298 diverse early child care providers (center-based, family home, and license exempt settings) on providers’ attitudes and perceived competence toward inclusion. Second, factors (number of trainings attended and provider characteristics) associated with positive changes were examined. All of the providers significantly changed their attitudes and perceived competence toward inclusion with substantial effect sizes; however, providers attending three or more sessions demonstrated more change compared to others. Examination of provider characteristics on outcomes revealed a race-ethnicity main effect in which Asian and Pacific Islander providers changed their attitudes toward inclusion more than other providers. The positive results of this study suggest that a modularized provider training approach may offer an avenue for improving inclusive child care as previous research revealed strong relationships between staff educational experiences and quality of care in inclusive child care settings.
First published on September 8, 2008, doi:10.1177/0271121408323273
Topics in Early Childhood Special Education 2009;28:196.
A more recent version of this article appeared on February 1, 2009
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