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ERIC Number: ED568364
Record Type: Non-Journal
Publication Date: 2016-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 62
Preschool Inclusion: Key Findings from Research and Implications for Policy
Lawrence, Sharmila; Smith, Sheila; Banerjee, Rashida
Child Care & Early Education Research Connections
A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive early childhood programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions, outlined below: 1) What are the effects of inclusive preschool on children's early learning and development? 2) What is known about the quality of inclusive preschool programs? 3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement.
Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Child Care & Early Education Research Connections; National Center for Children in Poverty; University of Michigan, Institute for Social Research; Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation