# First Steps to Preschool Inclusion

## How to Jumpstart Your Programwide Plan

by **Sarika S. Gupta, Ph.D.** Johns Hopkins University Baltimore, Maryland with **William R. Henninger, IV, Ph.D.** University of Northern Iowa Cedar Falls and **Megan E. Vinh, Ph.D.** University of Oregon Portland

## I Inclusion, Policy, and Research

1. What Is Inclusion? ... 3  
   *Sarika S. Gupta*
2. What Federal Laws and Policies Govern Inclusion? ... 15  
   *Megan E. Vinh and William R. Henninger, IV*  
3. How Do Children Benefit from Inclusion? ... 33  
   *William R. Henninger, IV, and Sarika S. Gupta*

## II Critical Considerations for Inclusion

4. Is My Program Ready for Inclusion? Assessing the Climate ... 61  
   *Sarika S. Gupta*
5. What Are My Program’s Inclusion Requirements and Resources to Help Me Understand Them? ... 103  
   *Sarika S. Gupta and Megan E. Vinh*
6. How Will I Support Key Program Changes? Tools for Collaboration ... 127  
   *Megan E. Vinh, Sarika S. Gupta, and Laura DiNardo*
7. What Are the Barriers and How Can I Address Them? ... 165  
   *Sarika S. Gupta and Megan E. Vinh*

## Appendix: Frequently Asked Questions ... 181
## Index ... 191

# About the Authors

## Sarika “Sari” S. Gupta, Ph.D.

Sarika S. Gupta is Assistant Professor with the Center for Technology in Education with the Johns Hopkins University’s School of Education. She holds a doctoral degree in special education from the University of Maryland, and she completed a postdoctoral fellowship in early childhood special education leadership and policy at the University of Colorado. Over the past 15 years, she has blended teaching, research, and policy experiences to support preschool inclusion. She taught young children (birth to 5 years old) with and without disabilities in typical and inclusive settings, coached Head Start teachers, and worked at the Office of Special Education Programs. Her research interests include leadership preparation and coaching in early childhood.

## William “Bill” Henninger, IV, Ph.D.

William Henninger is Assistant Professor of Family Studies at the University of Northern Iowa in the College of Social and Behavioral Sciences. He obtained his Ph.D. from Iowa State University in human development and family studies with a specialization in early childhood special education. His major research interests include social-emotional development of children and adolescents who are typical and nontypical.

## Megan E. Vinh, Ph.D.

Megan E. Vinh is an educational consultant with Technical Assistance and Consulting Services at the University of Oregon. She provides technical assistance and consultation to states’ agencies of special education to improve services for young children with disabilities and their families. She has experience with projects related to early childhood outcomes, early childhood special education, preschool inclusion, and evidence-based strategies to promote the social and emotional development of young children.

# About the Contributor

## Laura S. DiNardo, M.Ed.

Laura S. DiNardo graduated from Kenyon College in 2010 with a B.A. in anthropology. She worked for 2 years as an instructional assistant in a preschool special education classroom before enrolling in a master’s program in special education at George Mason University.

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## Assessing Physical Characteristics and Inclusion Readiness

Certain features of early childhood classrooms have been shown to support children’s social and emotional development (Diamond, Hong, & Baroody, 2007).

### Step 1
Reflect on the following physical characteristics in a target classroom. List two or three ways each characteristic could support child learning and development in the first column.

### Step 2
Review the physical characteristics—do they support children with special needs? List one or two changes you can make to better support a child with a disability.

|  | Step 1 |  
| --- | --- |  
| Classroom space | 1. Classroom is one level (i.e., no steps or gradation in flooring or surface).
2. Shelves and tables are used to partition the classroom into centers and areas.  
| Furniture (e.g., size, arrangement, comfort) | 1. Chairs in the classroom are the same child-size, plastic, and with a solid back.
2. Materials are available for children and within reach if they are sitting on standing.  
| Schedule and routine | 1. A written schedule is posted on the back of the classroom door.
2. The teacher taps a musical wand to alert children to cleanup time and a transition to the next routine.

|  | Step 2 |  
| --- | --- |  
| Classroom space | 1. Level surface allows for physical accessibility for all children.  
|  | 2. The partitions may limit accessibility and participation for a child with motor issues or physical impairments.  
| Furniture | 1. Including chairs with arms may better support children with postural issues.  
| Schedule and routine | 1. Place the schedule in an area that children pass by daily, such as a morning meeting area.
|

### Assessing Social Characteristics and Inclusion Readiness

Certain features of early childhood classrooms have been shown to support children’s social and emotional development (Diamond, Hong, & Baroody, 2007).

### Step 1
Use these questions to observe the social climate in a target classroom.  
### Step 2
As you observe, consider the implications of these characteristics and how they might facilitate or hinder learning, social interaction, and development.

|  | Yes | Somewhat | No |  
| --- | --- | --- | --- |  
| Teachers greet children as they arrive. |  |  |  |
| The classroom follows a schedule or routine. |  |  |  |
| Activities and areas support cognitive development. |  |  |  |

| No | Potential implications for a young child with a disability |  
| --- | --- |  
| 1. Positive—Teachers greet each child verbally at their eye level at morning arrival and wait for a verbal response.  
2. Negative—Consider the child with language delay; is he communicating actively and engaged with peers as they greet each other?  
|