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ERIC Number: ED530291
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 0
Why Program Quality Matters for Early Childhood Inclusion: Recommendations for Professional Development
Buysse, Virginia; West, Tracey; Hollingsworth, Heidi
National Professional Development Center on Inclusion
Only a handful of states address children with disabilities in their early child care quality rating systems. As a result, few states are evaluating the quality of inclusive programs and services. This problem is compounded by a lack of consensus on dimensions that define high quality inclusion and a need for additional measures of quality inclusive practices. This National Professional Development Center on Inclusion paper 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. Appended are: (1) Resources; (2) Key Features of States' QRIS [Quality Rating and Improvement System]; and (3) Measures of Program Quality. (Contains 7 footnotes.)
National Professional Development Center on Inclusion. University of North Carolina at Chapel Hill FPG Child Development Institute CB#8185, Chapel Hill, NC 27599. Tel: 919-966-2622; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Professional Development Center on Inclusion (NPDCI)