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…

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…

Many early intervention systems are focused on "fixing" children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support…

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…

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…

Cost information was collected from five local education agencies that provided inclusive and traditional special education service options for preschool children with disabilities. Within-agency comparisons suggested that inclusive models were generally less expensive or comparable in cost to traditional forms of special education. Specific cost…

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…

Play represents an important component of early childhood education and is linked to the development of communication and social skills, particularly for children with developmental disabilities who often lack play skills. Structured teaching is a systematic method that entails visually arranging and organizing the learning environment. Although…

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b)…

Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and…

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher…

A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75-4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted.…