This article advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion. There is consensus in the early childhood field about various components of program quality for young children in general, and a number of states now have program…

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family…

The evidence-based practice movement in the early childhood field has stimulated efforts to synthesize and disseminate research findings related to direct services, such as child interventions and classroom teaching practices. This article describes the need to use an evidence-based process to make decisions about indirect services, specifically…

This article on professional roles in early intervention introduces the concept of expanding roles to include collaborative reflective inquiry within communities of practice as one way to reform professional practices. It suggests that reflection within communities of practice extends the understanding of individual professionals but also holds…

This article discusses the outcomes of a project that used a community development framework to implement change in early care and intervention services in two culturally diverse communities. It describes how community forums and parent leadership training assisted in change efforts and lessons learned from implementation and evaluating reforms.…

Analysis of focus group discussions involving 13 parents of young children with disabilities and 32 professional service providers examined participants' perceptions of inclusion and early intervention. Discussion focused on awareness of early intervention services, barriers and supports to inclusion, notions of service coordination, experiences…

Describes Partnerships for Inclusion, a North Carolina statewide project providing technical assistance (TA) to communities as they develop and coordinate inclusive services for infants, toddlers, and preschoolers with disabilities and their families. Outlines the model's development, the project's core services, strategies for promoting…

Professional roles in early childhood special education (ECSE) are expanding beyond traditional frameworks of direct service, to include consultation services, program planning and evaluating, and marketing. Potential dangers of role conflict and role overload are noted. (Author/DB)

Assessment of age, disability severity, developmental status, functional abilities, and behavioral characteristics of 162 children (ages 11 to 102 months) found that children enrolled in inclusive programs were more mildly disabled and functioned at higher levels than counterparts in programs exclusively for children with disabilities.…