Examining California's Title 22 Community Care Licensing Regulations: The Impact on Inclusive Preschool Settings
Overview & Synopsis
Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education's Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California's educational leaders should consider these results to provide opportunities for preschool children with disabilities to be in general education environments.
eric.ed.gov)
Document Information
| Document Title | Examining California's Title 22 Community Care Licensing Regulations: The Impact on Inclusive Preschool Settings |
|---|---|
| Author / Organization | McKee, Aja, Gomez, Audri Sandoval, Rodriguez, Sardis Susana, Myck-Wayne, Janice, Turner, Scott, Trujillo, Markus |
| Subject & Discipline | Preschool Education, State Legislation, State Regulation |
| Categories | Education & Pedagogy |
| Publication Year | 2022 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-304521 |
| Original Source Link | Visit Source Page on eric.ed.gov » |