The most recent efforts to promote inclusive education have acknowledged the various contexts in which it takes place, moving away from a placement-focused conceptualization of inclusion. Acknowledging that inclusive education may take place within multiple types of early childhood education programs necessitates the consideration of context as a…

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…

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…

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…

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)

This article reviews three salient issues faced by the staff of the Peabody College as one of the first early intervention inclusive programs: child recruitment, appropriate service delivery, and relative lack of barriers to inclusion. Program successes are juxtaposed with issues faced by contemporary early intervention approaches to inclusion.…

Describes Partnerships for Inclusion, a North Carolina statewide project providing technical assistance (TA) to communities as they develop and coordinate inclusive services for infants, toddlers, and preschoolers with disabilities and their families. Outlines the model's development, the project's core services, strategies for promoting…

This article reviews outcomes of inclusion at the preschool level, social integration patterns, placement, definition, quality, instruction, teacher and family attitudes, community participation, policy factors, and cultural influences. The concluding discussion addresses ongoing issues related to definition, quality, intensity and instruction,…

Analysis of interview data from 61 elementary principals found a continuing gap between recommended practices and the reality of early childhood inclusion. Principals did not see themselves as part of the solution for early childhood inclusion. Six themes were identified such as personnel concerns, family support issues, the importance of…

A study of 189 family childcare providers found providers who had experience with children with disabilities were more likely to be willing to care for them in the future. Barriers identified included: lack of knowledge, limitations on caring for other children, and the need to purchase special equipment. (Contains extensive references.)…

This article compares recommended practices identified by the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Similarities and differing emphases are noted in the areas of inclusion, family involvement, assessment, program planning, curriculum and intervention strategies, service…

This article examines research on classroom-based interventions as they relate to promoting inclusion and addresses challenges facing the special education field, including the increasing diversity of the children served and of early childhood service delivery systems. The need to expand the research base on effective instructional approaches is…

Judgment based assessment (JBA) in early childhood special education is discussed in its theoretical context and noted are three trends: (1) the widening of JBA to include emotional characteristics and developmental processes; (2) inclusion of such informants as peers and persons with disabilities; and (3) development of new methods for eliciting…