High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel

• Published in: Topics in early childhood special education Vol. 43; no. 2; pp. 142 - 155
• Main Authors: Steed, Elizabeth A., Rausch, Alissa, Strain, Phil S., Bold, Ellie, Leech, Nancy
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Early Childhood Teachers; Educational Practices; Educational Quality; Incidence; Inclusion; Inclusive education; Preschool Education; Related Services (Special Education); Role; School Personnel; Special Education; Special Education Teachers; Students with Disabilities; Teacher attitudes; Teamwork; Colorado; early education programs; inclusion; personnel; evidence-based practices
• ISSN: 0271-1214; 1538-4845
• DOI: 10.1177/02711214211063921

We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants’ survey responses, including t tests and Mann Whitney tests to examine differences in the use of high-quality inclusion practices between early childhood special educators (ECSEs) (n = 209) and related service personnel (RSP) (n = 209). Findings indicated that ECSEs were more likely than RSP to implement high-quality inclusion practices. All personnel reported inconsistent use of teaming practices. Services were provided most often inside the classroom with peers; however, several personnel provided support to children inside their classroom but in a separate space or outside of their classroom. We discuss findings in the context of ways in which early childhood personnel can be supported to use high-quality inclusion practices.