Abstract
Abstract In the United States, early childhood inclusion dates back to the civil rights movement with the 1954 case of Brown v. The Board of Education, an issue of segregation by race in schools and followed by the Americans for Disability Act (ADA). A Free Appropriate Education (FAPE) in the Least Restrictive Environment (LRE), from Individuals with Disabilities Education Act (IDEA) has influenced inclusive practices. Both the IDEA and the No Child Left Behind (NCLB) provide language supporting early childhood inclusion, but the implementation of inclusion has been uneven. Many factors influence practice, including changes overtime in the interpretation of existing laws, definitions of what is inclusion and research outcomes of inclusive practices. Local infrastructure for serving young children, funding, qualified personnel, motivated leadership and teachers, and informed parents are also factors impeding or facilitating early childhood inclusion. The complexity involved suggests a dynamic process with uncertain pathways from policy to practice.
Highlights
In the United States, early childhood inclusion dates back to the civil rights movement with the 1954 case of Brown v
The recent numbers, 53.38% for this indicator, for example in Michigan, (Michigan Annual Performance Report, 2005/2006) would suggest that there is much more to be done to support more students in inclusive learning situations. This indicator in Michigan has long been a standing issue as Michigan was one of the first states in the United States to have a birth to five years old mandate, prior to any federal special education laws
The ideas around universal education evolved from years of effort among educators and parents working towards promoting inclusion
Summary
In the United States, early childhood inclusion dates back to the civil rights movement with the 1954 case of Brown v. A Free Appropriate Education (FAPE) in the Least Restrictive Environment (LRE), from Individuals with Disabilities Education Act (IDEA) has influenced inclusive practices. Both the IDEA and the No Child Left Behind (NCLB) provide language supporting early childhood inclusion, but the implementation of inclusion has been uneven. The Board of Education, a decision about racial segregation in schools where it was determined that ‘separate is not equal’ Another act of Congress influential in supportive inclusive practices is the Americans for Disabilities Act (ADA) of 1990, which provided increased access to community settings and employment. The U.S Supreme Court ruled that IDEA does not require states to develop IEPs that ‘maximize the potential of handicapped children.’ The government is not trying to raise the level of academic performance for students, but to assist with the implementation of standards, IEP, assessments, and accountability systems
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