Quality Inclusive Practices for Preschoolers with Disabilities: Providing Access, Opportunities for Participation, and Supports

Bernadette M. Laumann, Michaelene M. Ostrosky, Wu-ying Hsieh

Research output: Chapter in Book/Report/Conference proceedingChapter

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.
Original languageEnglish (US)
Title of host publicationHandbook of Research on the Education of Young Children
EditorsOlivia N. Saracho
PublisherRoutledge
Pages276-283
Edition4
ISBN (Electronic)9780429442827
ISBN (Print)9781138336841, 9781138336834
DOIs
StatePublished - Nov 14 2019

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