Early Childhood Inclusion

Inclusion takes many different forms

• False
• True

Progress has been achieved in efforts to ensure access to inclusive programs in the U.S., and universal access to inclusive programs for all children with disabilities is a reality.

• False
• True

Children in inclusive programs generally do at least as well as children in specialized programs. Inclusion can benefit children with and without disabilities, particularly with respect to their social development.

• False
• True

A variety of factors such as policies, resources, and beliefs influence the acceptance and implementation of inclusion.

• False
• True

Specialized instruction is not a necessary component of inclusion or a factor affecting child outcomes.

• False
• True

Collaboration among parents, teachers, and specialists is a cornerstone of high quality inclusion.

• False
• True

Families of children with disabilities generally view inclusion unfavorably, expressing concern about the quality of early childhood programs and services.

• False
• True

Limited research suggests that the quality of early childhood programs that enroll young children with disabilities is as good as, or slightly better, than the quality of programs that do not enroll these children; however, most studies have focused on general program quality as opposed to the quality of inclusion for individual children with disabilities and their families.

• False
• True

Some evidence suggests that early childhood professionals may not be adequately prepared to serve young children with disabilities enrolled in inclusive programs.

• False
• True