Successful Preschool Inclusion quiz

What supports do you need to put in place for a sustainable, high-quality preschool inclusion program?

Find out in this quiz, adapted from Making Preschool Inclusion Work: Strategies for Supporting Children, Teachers, and Programs by Anne Marie Richardson-Gibbs and M. Diane Klein.

See how familiar you are with the evidence-based practices that support early childhood inclusion, and get ready to make preschool inclusion a success!

Successful Preschool Inclusion quiz

Congratulations - you have completed Successful Preschool Inclusion quiz.

You scored %%SCORE%% out of %%TOTAL%%.

Your performance has been rated as %%RATING%%

Your answers are highlighted below.


Question 1

Is placement of a child with disabilities in a general education program the beginning or the end of inclusion?


A	The beginning.
B	The end.

Question 1 Explanation:

A. The beginning. Placement is only the first step. As is often noted, inclusive education is not just about place.

Simply placing a child in a setting with typical, same-age peers, without support and collaboration of key players, not only fails to meet the mandates for and expectations of a least restrictive environment but also can be very stressful for the child, family, and staff.

Early childhood staff may feel overwhelmed and unsupported. Typical peers may feel threatened or confused by certain behaviors or characteristics of the child. Families may feel their child is being rejected or not making strides toward his or her potential.


Question 2

Does IDEA guarantee inclusive placement for every child?


A	Yes.
B	No.

Question 2 Explanation:

B. No. IDEA does not guarantee inclusive placement for every child. An inclusive classroom is not the ideal placement for every child with special needs. IDEA does, however, require good faith consideration of how to create a meaningful, effective plan designed specifically for that child. Planning for instruction must consider what supports and services the child needs.


Question 3

What percentage of preschoolers with disabilities receive special education services within regular ECE settings?


A	9%
B	42%
C	62%
D	90%

Question 3 Explanation:

B. 42% For all special education preschoolers eligible for Part B services (745,954 children), approximately 62% spend some time in a regular education setting, but only 42% receive special education services in those settings.


Question 4

What are some unique challenges in creating effective inclusive early childhood programs?


A	Lack of access to general education early childhood settings.
B	Lack of parity between ECE and ECSE teachers.
C	Differences in core knowledge and philosophy between ECE and ECSE.
D	All of the above.

Question 4 Explanation:

D. All of the above. Lack of access to general education early childhood settings presents a unique challenge of finding an appropriate preschool general education setting.


Question 5

Which of the following was NOT found to be a key factor in successful inclusion of young children with severe disabilities?


A	Positive attitudes and willingness to build on a child's strengths.
B	Recognition of the importance of communication among all key players.
C	Therapists' use of a pull-out model.
D	Parents' opportunities for shared participation and active partnerships with staff.
E	Specification of individual and team roles in planning.

Question 5 Explanation:

C. Therapists' use of a pull-out model was not found to be a key factor. Instead, Therapists' willingness to provide services within daily routines was key to successful inclusion.


Question 6

Behind every thriving inclusive preschool program is an administrator who does which of the following?


A	Understands how to use IDEA fully.
B	Supports joint planning and collaboration.
C	Insists on a collegial, problem-solving approach.
D	Communicates effectively.
E	Provides decision-making support.
F	All of the above.

Question 6 Explanation:

F. All of the above. Administrators play a critical role in determining the success of inclusive programs.


Question 7

What has NOT been shown to be effective when introducing new inclusive models?


A	Giving teachers freedom to work things out.
B	Offering training in collaboration.
C	Sharing positive experiences.
D	Ensuring training includes participation.
E	Asking for volunteers.

Question 7 Explanation:

A. Giving teachers the freedom to work things out on their own. This leads to a lack of collaboration and problem-solving.


Question 8

Which types of in-service activities are LEAST likely to result in change of practices?


A	Live observation.
B	Small-group discussions.
C	Lectures and handouts.
D	Demonstrations by trainers.
E	Microteaching.

Question 8 Explanation:

C. Lectures and handouts. These methods are minimally effective.


Question 9

When new collaborative approaches are introduced, which of the following is NOT a typical source of resistance to change?


A	Fear of loss of status.
B	Fear of loss of control.
C	Preference for current status.
D	Disinterest in the child's progress.
E	Perceived threat to the existing social order.

Question 9 Explanation:

D. Disinterest in the child's progress. Staff resisting change are often well-intentioned.


Question 10

Which of the following steps will encourage greater interaction between preschoolers and their classmates with disabilities?


A	Provide therapies in classroom settings.
B	Allow use of adaptive equipment.
C	Check environment for seating arrangements.
D	Focus on children's special skills.
E	All of the above.

Question 10 Explanation:

E. All of the above. Positive experiences help children form attitudes towards peers with disabilities.

Once you are finished, click the button below. Any items you have not completed will be marked incorrect.