## Laying the Groundwork for Preschool 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**
- **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.

The first step to establishing high-quality preschool inclusion services and systems is to create a preschool inclusion team. 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 children with disabilities. High-quality inclusive classrooms with adequate ratios of more competent peers, in particular, are related to positive outcomes for children with disabilities. Preschool inclusion has been at the heart of policy, professional standards, and research for decades.

### What Is Quality Inclusion?

The position statement defines early childhood inclusion and identifies the relevant features and recommendations for developing quality inclusive preschool programs. Their definition of inclusion is as follows:  
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.

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

1. **Access**: Providing an adequate range of contextually relevant learning opportunities, activities, and settings for every child by enhancing physical accessibility.
2. **Participation**: Ensuring all children are active, independent participants in their families, classrooms, and communities.
3. **Supports**: Using individualized accommodations, modifications, and adaptations to promote active participation and a sense of belonging for all children in typical settings and learning environments.

### Effective Components of Inclusion

Effective, empirically supported components of inclusion that have been identified in the research 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.
7. Ongoing program evaluation.

### Family Involvement

A family-centered approach is central to the general philosophy and framework of early intervention/early childhood special education. Family plays a key role in the assessment, intervention, and evaluation of services for all young children, and a goal of early intervention is to enhance the family’s capacity to promote their child’s development.

### Conclusion

After examining the research on inclusion, the IDEA provisions, and the DEC/NAEYC position statement, it is clear that despite the plethora of academic, legal, and professional support for inclusion, not much has changed in regard to the numbers of preschool children included with their peers.

### Reflection Questions
1. What percentage of U.S. preschoolers with disabilities spends 80% or more of their time in regular early childhood programs?
2. What are the three defining features of inclusion per the DEC/NAEYC position statement on inclusion?
3. What are the effective components of inclusion? 
4. How well does your program implement preschool inclusion? 
5. What empirical research exists to support preschool inclusion? 
6. How will you share information regarding high-quality preschool inclusion with others? 
7. Whom will you inform about your increasing understanding of the state of preschool inclusion in your program?  
8. What actions do you need to take after considering the effective components of inclusion?