Taking stock and moving forward: Implementing quality early childhood inclusive practices

Abstract

The long-standing and widespread support for the concept of inclusion of young children with disabilities is manifested in decades of legislation and policy, strongly held professional and family values, and a large body of research (Early childhood inclusion: Focus on change. Baltimore, MD, 2001). In spite of that support, children across the country have uneven opportunities to experience high quality inclusion in natural environments and regular education settings. Data suggests that progress has stalled in implementing the concept in a consistent and sustainable way (Odom, Buysse, & Soukakou, Journal of Early Intervention, 33, 344-356, 2011). To address the current issues related to early childhood preschool inclusion, this chapter begins with a description of this history and current context of inclusive practices within early childhood special education (ECSE). A description of the current implementation of inclusion follows. An approach to addressing the current concerns about early childhood inclusion, using an implementation science framework, identifies the inclusive practices with the strongest evidence, the implementation drivers or levers for change in increasing likelihood that those practices are implemented, and an action agenda for improving the likelihood that young children with disabilities experience high quality inclusion.