Abstract
Parents, including parents of children with disabilities, are often challenged to find preschools that meet their families’
various needs and desires. Research on preschool quality is prevalent, but these studies rarely consider how parents perceive
quality. This descriptive study asked what parents value most when choosing a preschool for their child with disabilities.
Results showed that while parents and experts value many of the same elements, parents value additional elements as well.
Many parents felt their current preschool was their only option. When parents’ responses were categorized as structural, process,
and familial elements of quality, no definitive preference was found. The conclusion shares implications and avenues for further
research.
various needs and desires. Research on preschool quality is prevalent, but these studies rarely consider how parents perceive
quality. This descriptive study asked what parents value most when choosing a preschool for their child with disabilities.
Results showed that while parents and experts value many of the same elements, parents value additional elements as well.
Many parents felt their current preschool was their only option. When parents’ responses were categorized as structural, process,
and familial elements of quality, no definitive preference was found. The conclusion shares implications and avenues for further
research.
- Content Type Journal Article
- DOI 10.1007/s10566-010-9134-2
- Authors
- Katherine Glenn-Applegate, College of Education and Human Ecology, The Ohio State University, Arps Hall, Room 231, 1945 N. High Street, Columbus, OH 43210, USA
- Jill Pentimonti, College of Education and Human Ecology, The Ohio State University, Arps Hall, Room 356, 1945 N. High Street, Columbus, OH 43210, USA
- Laura M. Justice, College of Education and Human Ecology, The Ohio State University, Arps Hall, Room 356, 1945 N. High Street, Columbus, OH 43210, USA
- Journal Child and Youth Care Forum
- Online ISSN 1573-3319
- Print ISSN 1053-1890