There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a…

There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a…

In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program…

Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children…

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. ("Prev Sch Fail" 54:275-282, 2010b, doi:10.?1080/?1045988100378550?6). In the…

Presents eight synthesis points from the Early Childhood Research Institute on Inclusion. Notes that: inclusion is about belonging and participating in a diverse society; individuals define inclusion differently; inclusion beliefs influence implementation; programs should be ready for inclusion; collaboration is the cornerstone to effective…

Cost information was collected from five local education agencies that provided inclusive and traditional special education service options for preschool children with disabilities. Within-agency comparisons suggested that inclusive models were generally less expensive or comparable in cost to traditional forms of special education. Specific cost…

Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem),…

This article reviews outcomes of inclusion at the preschool level, social integration patterns, placement, definition, quality, instruction, teacher and family attitudes, community participation, policy factors, and cultural influences. The concluding discussion addresses ongoing issues related to definition, quality, intensity and instruction,…

A range of qualitative and quantitative methods were used to create case studies and summaries of 16 inclusive programs in 4 regional U.S. locations. The individualized service model that programs followed were itinerant-direct service, itinerant-collaborative consultative, team teaching, early childhood, early childhood special education, and…

A study of 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs, found both groups of children exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts; however, children with disabilities received more adult…

Uses ecological systems theory as framework for review of research underlying inclusive early-childhood programs. Describes definitions of and rationales for inclusion, and demographics of inclusive programs and staff. Discusses research at microsystem and mesosystem levels related to classroom practices, social interaction, and teacher beliefs;…

Noting that the inclusion of young children with disabilities in early childhood programs has important short-term behavioral and social benefits for such children and their families and that arguments for an "ethic of inclusion" have emerged within the field, this paper maintains that much remains to be learned about the nature of early childhood…

Asserts that Harper and McCluskey's study addresses a "second generation" research question concerning differential effects of interventions/settings on children with different characteristics; provides information about needed supports in inclusive settings for children with either severe motor impairments or severely limited language skills.…

This article compares recommended practices identified by the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Similarities and differing emphases are noted in the areas of inclusion, family involvement, assessment, program planning, curriculum and intervention strategies, service…