A Preliminary Study of Inclusive Special Education Services for Infants, Toddlers, and Preschool-Age Children in California

Abstract

A sample of early childhood special education (ECSE) administrators in California was surveyed to gather information about the structure and organizational components of inclusive services for infants, toddlers and preschool-age children. The results indicate that the availability of inclusive services and type of service delivery models vary according to the child's age and disability. Programs for infants tend to be home based, and many infants have no opportunities for educational services in settings with typically developing peers. Services for preschoolers tend to fall into two configurations: children with mild disabilities who are frequently fully included and children with severe disabilities and low-incidence disabilities who are more often partially included or placed in special day classes only. The services provided most frequently in inclusive programs are related services and consultation to families, community preschools, and other agencies. In many programs, special education teachers do not work with children on-site in the inclusive setting. Family services other than consultation are offered much less often, especially by preschool programs. The results suggest that although inclusive services are available in many local education agencies (LEAs) service delivery models may not be conducive to the implementation of interventions needed to support optimal social and developmental outcomes for children.