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CASE Policy Statement:

Inclusion in Early Childhood Education Programs

As advocates for children and families, the Council of Administrators of Special

Education (CASE) believes the early years from birth to school age are critical to

children’s later success. To ensure a strong start, the early education system, including

educators, families, and community providers, must hold high expectations for young

children with disabilities. To achieve that goal, CASE supports early learning that begins

as soon as possible and provides exposure to a variety of rich experiences coupled with

appropriate supports and accommodations in physical, communication, social and

emotional, and adaptive development. These services are designed to meet individual

needs, beginning at birth, guided by an Individualized Family Service Plan (IFSP) or

Individualized Education Program (IEP) under the Individuals with Disabilities Education

Act (IDEA).

CASE believes these experiences and interventions should be delivered in an inclusive

setting with typically developing peers. Inclusive early childhood education benefits

children with and without disabilities. Non-disabled children can model communication

and positive social and emotional skills, including age-appropriate behaviors and group

interactions. Some studies point to greater cognitive gains and stronger communication

development among children with disabilities in inclusive early learning settings. In turn,

children with disabilities can help their non-disabled peers to appreciate diversity and

develop empathy and compassion. Non-disabled children may also receive incidental

benefits from specialized instructional support personnel who are present in the early

childhood setting to provide services to children with disabilities.

There are several key components CASE believes are necessary for inclusive early

childhood education to be successful. First and foremost, families must be involved and

engaged in their child’s education. Early educators should be intentional about ensuring

families are a part of their child’s experiences in the early learning setting. At the earliest

educational level, this means parents may need instruction on how best to generalize

skill development from the early learning setting to home and community interactions.

Families may also need communication and language supports, counseling, and other

services. Families should also be encouraged to enroll their children as soon as

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possible in early education, so services can be provided in a timely and appropriate

manner.

The second important component of a successful inclusive early childhood system is

cross-agency involvement, based on state guidelines, since early childhood education

may be delivered in public schools, private preschools, home-based child care, or state

and federally-funded programs such as Head Start and Early Head Start. The IDEA

requires a process known as “child find” to identify and evaluate any child suspected of

having a disability. Systems engaged in early education, led by the local school district,

should all be aware of and trained in their responsibility to refer children to public

schools for evaluation and services as early as possible. All state agencies,

pediatricians, and early education professionals involved in providing services to young

children with disabilities should jointly develop state early learning guidelines and

ensure policies and resources support a coordinated, comprehensive early childhood

system. Most importantly, this coordination must include public schools to ensure

smooth transitions from early childhood education to the K-12 setting.

About CASE

CASE, The Council of Administrators of Special Education, is the largest division of the Council for Exceptional

Children. With over 5,500 members, it is the professional organization of choice for special education administrators

across the country. CASE provides leadership to advance the field of special education through professional

learning, policy, and advocacy. CONTACT: Phyllis Wolfram at (417)-427-7720.

September 2024