Laying the Groundwork for Preschool Inclusion

Excerpted from The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program

1 What Is Quality Inclusion?

What Is Quality Inclusion?

Tools from the Toolbox

• Figure 1.1 National Data on the Slow Progress of Preschool Inclusion
• Figure 1.2 Preschool Inclusion Framework
• Figure 1.3 Inclusion For Preschool Children With Disabilities: What We Know And What We Do
• Form 1.1 Preschool Inclusion Self-Checklist

The purpose of this chapter is to provide several important introductory tools for your preschool inclusion toolbox. First, we briefly discuss the state of inclusion in the United States. Then, we discuss our preschool inclusion framework. Finally, as part of our inclusion framework, the empirically supported, effective components of inclusion are presented. As noted in the Introduction, the first step to establishing high-quality preschool inclusion services and systems is to create a preschool inclusion team. Chapter 3 describes specific strategies and logistics for ensuring the preschool inclusion team is focused and effective. One of the first things the team will do is review the data and research on preschool inclusion. This chapter will be helpful in that initial phase of work.

Empirical and Legal Support for Preschool Inclusion

Research consistently demonstrates that high-quality and responsive environments are associated with positive outcomes for young children, including for children with disabilities (Camilli et al., 2010; Espinosa, 2002; Pianta, Barnett, Burchinal, & Thornburg, 2009). High-quality inclusive classrooms with adequate ratios of more competent peers, in particular, are related to positive outcomes for children with disabilities (Justice, Logan, Lin, & Kaderavek, 2014). Preschool inclusion has been at the heart of policy, professional standards, and research for decades.

As noted in the Introduction, the two prominent EC professional associations, DEC and NAEYC, jointly developed and published a statement advocating for and supporting interdisciplinary, inclusive early care and education for all young children. The focus on cross-sector collaboration provides new opportunities at the state and local levels to engage in meaningful dialogue around critical issues for children with disabilities within the broader EC systems (Woods & Snyder, 2009).

Effective Components of Inclusion

Since the 1990s, the term preschool inclusion replaced the term preschool mainstreaming to promote the full acceptance of each child as an engaged and participating member of his or her family, classroom, and community. The research on inclusion has emerged. Figure 1.3 provides a summary of the research supporting preschool inclusion and some guidelines for using the research to get started implementing preschool inclusion (Strain, 2014).

Effective, empirically supported components of inclusion include: 1) intentional, sufficient, and supported interactions between peers with and without disabilities; 2) specialized, individualized supports; 3) family involvement; 4) inclusive, interdisciplinary services and collaborative teaming; 5) a focus on critical sociological outcomes; 6) effective, ongoing professional development; and 7) ongoing program evaluation (Odom et al., 2011; NECTAC, 2010; Salisbury, 1990). The inclusion self-checklist can be used to determine where your program is in regard to the implementation of the effective components of inclusion.

Components of Quality Inclusion

The defining features of inclusion that can be used to identify high-quality early childhood programs and services are access, participation, and supports.

Access

Access refers to providing an adequate range of contextually relevant learning opportunities, activities, and settings for every child by enhancing physical accessibility, identifying and eradicating physical or structural barriers, and offering multiple and varied learning opportunities.

Participation

Participation ensures that all children are active, independent participants in their families, classrooms, and communities. Adults promote learning and engagement by using a range of instructional practices, from embedded to more explicit, to ensure all children have opportunities to engage, participate, and learn across all domains.

Supports

Supports should be provided to children based on their individual needs. Specialized supports, accommodations, and modifications are necessary to ensure children successfully participate in typical learning environments.

Family Involvement

A family-centered approach is essential for ensuring high-quality preschool inclusion. EC programs cannot effectively prepare children for school without the support of families.

High-quality inclusive preschools encourage family involvement, engagement, and participation in the assessment, intervention, and evaluation processes for children.

Conclusion

After examining the research on inclusion and the provisions of IDEA, it is evident that despite support for inclusion, many preschool children with disabilities still do not have adequate access or opportunities for full participation in inclusive settings. The upcoming chapters will provide practical tools for establishing high-quality preschool inclusion.