Advancing High-Quality Preschool Inclusion

Abstract

Although considerable progress has been achieved regarding the research and laws supporting preschool inclusion, access to inclusive preschool environments remains intangible for many children with disabilities in the United States. The purpose of this article is to discuss current challenges and solutions to high-quality preschool inclusion. We use the conceptual framework identified in the Division for Early Childhood (DEC)/National Association for the Education of Young Children (NAEYC) inclusion position statement to promote solutions to support high-quality inclusion and the success of all children. We provide conceptual and empirical support for preschool inclusion and outline recommendations to the field.

Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education

“…To continue increasing children’s access to high-quality inclusive education, an implementation science framework has been recommended (Barton & Smith, 2015a; Odom et al, 2011). The goal of implementation science is to help “scale up,” or increase the use of, evidence-based practices while maintaining their efficacy (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005).…”

“…This two-factor conceptualization does not serve as a definition of inclusion, but rather is an empirically based representation of the ways it may be enacted (Odom et al, 2011). More recently, Barton and Smith (2015a) applied the DEC and NAEYC (2009) framework to examine challenges and potential solutions related to implementing high-quality inclusive education. Adopting the DEC and NAEYC (2009) definition of inclusion allowed them to identify more specific policies and systems-level practices that contribute to the implementation of inclusive education.…”

“…Although promising, the QIEM has not been adequately validated (Odom et al, 2011). Other measures of inclusion quality have primarily been self-assessments paired with professional development resources at the classroom level (Barton & Smith, 2015b) and the district level (Cate, Dell, & Whaley, 2018). Such checklists are intended to identify the key features of high-quality inclusion and guide improved practice.…”

“…In addition to formal classroom assessments, researchers have investigated what practitioners and families prioritize as features that affect quality of inclusive education (e.g., Barton & Smith, 2015a; Hurley & Horn, 2010). For example, Hurley and Horn (2010) used a unique methodology to have families and professionals rank and describe priorities for implementing high-quality inclusive education.…”

Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

“…EBP in ECSE involve empirical evidence, clinical expertise, family values, and ongoing data collection which are adapted as necessary with individual children and families (Barton & Smith, 2015). The Individuals With Disabilities Education Act (2004) and the Every Student Succeeds Act (2015–2016) have emphasized the application of scientific research for the purpose of training and instruction in special education (Cook & Cook, 2013).…”