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"Research consistently demonstrates that high-quality, inclusive environments are associated with positive outcomes for young children.... Inclusion has been at the heart of policy, professional standards, and research for decades. For more than 35 years, IDEA and other federal mandates concerning early childhood (EC) ( e.g., Head Start) have encouraged educational services for children with disabilities to be delivered where education is needed." (Barton & Smith, 2015, p. 2).
"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 desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports" (National Association for the Education of Young Children, p. 2)
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Get READY to train staff and systems to implement inclusive practices in Virginia where inclusion continues to be an emphasis at the early childhood level. Systems require resources to support the development of training for administrators and educators in a strategic plan.
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- Research shows that staff development, teacher attitudes and belief, and administrative support is crucial to successful inclusive opportunities for preschoolers. To access trainings to support your staff (Inclusive Placement Opportunities for Preschoolers)
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- Series on High Quality Inclusion: National Head Start site. This webinar series focuses on aspects of inclusion and services to children with disabilities.
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- Research Synthesis Points on Quality Inclusive Practices (NPDCI) provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood.
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SET up the environment and implement strategies for success by using evidence-based practices and social-emotional strategies to support all children in early childhood settings.
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- Evidence-based practices and resources to support inclusion.
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- The Center for Social Emotional Foundations for Early Learning provides training modules and strategies in a pyramid approach.
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- The SpecialQuest Multimedia Training Library was designed to strengthen the inclusion of young children with disabilities and their families in programs serving infants, toddlers, and preschoolers.
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GO to these resources for practical teaching strategies to address the needs of all early childhood children in various settings. Now that you have the systems training to implement inclusive practices for all children, some practical teaching strategies will make the difference. |
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- For teaching social emotional skills, go to the CSEFEL website:
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- For other practical strategies, go to:
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References and Resources:
Barton, E.E. & Smith, B.J. (2015). The Preschool Inclusion Toolbox, How to Build and Lead a High-Quality Program. Baltimore: Paul H. Brookes.
Gupta, S. S. et. al. (2014). First Steps to Preschool Inclusion, How to Jumpstart Your Program-wide Plan, Baltimore, Paul H. Brookes.
Virginia Department of Education, 2016, Inclusive Placement Opportunities for Preschoolers, retrieved 12/18/2017.
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This news brief is a collaborative effort of the Virginia Department of Education Training and Technical Assistance Centers at George Mason University and James Madison University. This issue was prepared by the staff of the VDOE TTAC at George Mason University. For questions about content, please contact Sheryl Fahey at sfahey@gmu.edu, or Deborah Stepien at dstepien@gmu.edu or call (703)993-4496.
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