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“Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.” (HHS/DOE policy statement).
Benefits of Inclusion
Benefits to both typically developing children and children with disabilities include improved communication, cognitive, and academic skills, as well as reductions in challenging behaviors. For children with disabilities, early friendships are linked to better high school graduation rates, the need for fewer special education services, and increased longevity. And unsurprisingly, typically developing children who participate in high-quality inclusive programs develop more accepting attitudes toward individuals with differences, leading to a lasting potential social impact in all our communities.
Important Information About Preschool Inclusion
The purpose of this policy statement is to set a vision and provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs, from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs.
Early Childhood Technical Assistance: IDEA Provisions Supporting Preschool Inclusion
This document summarizes the provisions from the regulations governing Part B of the Individuals with Disabilities Education Act (IDEA) regarding least restrictive environment (LRE) placements. Additionally, the fact sheet includes the most recent policy letter from the US Department of Education’s Office of Special Education Programs (OSEP) clarifying that the IDEA LRE provisions apply to preschool children with disabilities.
A Joint Position Statement of DEC and NAEYC: Early Childhood Inclusion
In this resource they speak about the notion that young children with disabilities and their families are full members of the community reflects societal values about promoting opportunities for development and learning, and a sense of belonging for every child. It also reflects a reaction against previous educational practices of separating and isolating children with disabilities.
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