ERIC Number: EJ1066913
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 54
Advancing High-Quality Preschool Inclusion: A Discussion and Recommendations for the Field
Barton, Erin E.; Smith, Barbara J.
Topics in Early Childhood Special Education, v35 n2 p69-78 Aug 2015
Although considerable progress has been achieved regarding the research and laws supporting preschool inclusion, access to inclusive preschool environments remains intangible for many children with disabilities in the United States. The purpose of this article is to discuss current challenges and solutions to high-quality preschool inclusion. We use the conceptual framework identified in the Division for Early Childhood (DEC)/National Association for the Education of Young Children (NAEYC) inclusion position statement to promote solutions to support high-quality inclusion and the success of all children. We provide conceptual and empirical support for preschool inclusion and outline recommendations to the field.
Descriptors: Early Childhood Education, Special Education, Preschool Education, Inclusion, Mainstreaming, Regular and Special Education Relationship, Disabilities, Barriers, Surveys, Educational Policy, Access to Education, Student Participation, Friendship, Faculty Development, Instructional Effectiveness, Financial Support, Educational Resources, Family Involvement, Educational Quality
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A