As the Early Childhood Technical Assistance (ECTA) Center states, children with disabilities have the right to participate in everyday activities with their typically developing peers. In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. The provision and use of accessible materials and technologies for children with disabilities in early childhood programs is effectively achieved through a systemic approach. Under state leadership, a cross-sector team of stakeholders work together to ensure that federal and state requirements and expectations for the provision of services and supports for children with disabilities include the provision and use of accessible materials and technologies. The National AEM Center's Quality Indicators describe the essential elements of such a system, including coordination, compliance, guidelines, professional development, data procedures, and resources. The indicators can be used by decision makers to develop new procurement systems or to self-evaluate an existing system that may not yet include best practices for accessibility. Version 1.0 of the Quality Indicators is specific to programs that serve children ages three-five years receiving special education and related services under Part B of the Individuals with Disabilities Education Act (IDEA Part B).