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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.
Barton et al. (Thu,) studied this question.