Abstract
From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research agendas.
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