We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants' survey responses, including t tests and Mann Whitney tests to examine differences…

In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of…

This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…

Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with…

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to…

We sought to identify, examine, and summarize empirical literature focused on early childhood behavior interventions examined using a single case research designs (SCD) and published between 2001 and 2018. Using systematic procedures, 28 studies that met established inclusion criteria were identified, reviewed, and compared with respect to general…

All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social-emotional interventions for young…

Special education placements for more than 69,000 preschoolers with disabilities were examined within and across five southern states. Data were gathered from the 2007 December 1st Child Count reported to the U.S. Department of Education. All states examined offered state-funded prekindergarten programs. Analyses compared disproportionate…

Social communication skills are considered a core deficit in children diagnosed with autism spectrum disorder (ASD). Evidence-based practices that have emerged to address these critical skills in children with ASD have largely been implemented by researchers, teachers, and parents. Only recently have researchers studied paraprofessionals as…

Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make judgments of…

The current study evaluated the play behaviors of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a social communication intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking. Three children who were enrolled in an inclusive classroom met the…

The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children's challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided,…

This study examined a comprehensive modularized inclusion training program provided to 1,298 diverse early child care providers (center-based, family home, and license exempt settings) on providers' attitudes and perceived competence toward inclusion. Second, factors (number of trainings attended and provider characteristics) associated with…

Little research has been carried out on the inclusion of children with special needs in child care. The purpose of this study was to determine what variables predict the inclusion of children with disabilities in centers and home care. Logistic regression was used to examine the association of several indicators of quality child care and…

A study of 40 children (age 4) with disabilities examined their activities, adult involvement, and the social context of their activities within inclusive early childhood programs. Children with disabilities were most involved in play with manipulatives or in nonplay, while typical peers were most often involved in dramatic play. (Author/CR)