Faculty Publications

Quality Inclusive Practices For Preschoolers With Disabilities: Providing Access, Opportunities For Participation, And Supports

Document Type

Article

Journal/Book/Conference Title

Handbook of Research on the Education of Young Children

First Page

276

Last Page

283

Abstract

For over 30 years research and policy in early childhood special education (ECSE) has supported inclusive environments for children with disabilities. High-quality inclusive educational experiences include a combination of exemplary practices in general early childhood education (EC) along with recommended practices in ECSE. Two documents highlight recommendations for the inclusion of children with disabilities in educational and community settings. The first document, Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood of the Council for Exceptional Children and the National Association for the Education of Young Children (2009), was co-authored by the two largest organizations representing EC and ECSE professionals. It provides a definition for the inclusion of children with disabilities and offers recommendations to expand inclusive opportunities (DEC /NAEYC, 2009). The second document, co-authored by the U.S. Department of Health and Human Services and the U.S. Department of Education (2015), provides recommendations to states to further the inclusion of children with disabilities in early education and care settings. This chapter draws upon these statements as we highlight research on high-quality inclusive settings for preschoolers with disabilities. We include suggestions for research and increased support for inclusive preschool education.

Department

Department of Special Education

Original Publication Date

1-1-2019

DOI of published version

10.4324/9780429442827-20

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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