Social interventions for children with disabilities are generally conducted in small groups and outside of the classroom; therefore, little is known about inclusive and classwide social interventions in early childhood educational settings. This study evaluated the effects of inclusive social skills training (ISST), a program delivered remotely to…

Early Detection and Intervention (EDI) is a system of services that promote development in the critical early years of childhood. It serves as an invaluable support to achieve Inclusive Education (IE). With limited literature regarding perspectives from public schools regarding EDI, this research engages the stakeholders from public schools of…

In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program…

Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children…

In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn.…

In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of…

Many children diagnosed with autism spectrum disorder who receive early intervention reap developmental benefits, but little is known about characteristics of early intervention placements in the community that optimize individual growth. The extent to which children hear and use language, in particular, may contribute significantly to…

This article focuses on the situation of persons with intellectual disabilities in the developing post-Soviet countries and aims to review the extent to which services offered to them promote values of the Convention on the Rights of Persons with Disabilities and empower these persons to lead fulfilling lives. Interviews with experts revealed that…

The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child…

This article explains early childhood inclusion in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities…

The fundamental intent of special education is to provide instruction to meet each child's unique needs. "Life Journey through Autism: Navigating the Special Education System" offers information, tools, and tips that will help parents become an even more effective advocate for their children. Many teachers, administrators, and school…

Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is…

The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing…

In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however,…

Young children with special needs have been educated in classrooms for over 40 years. While their role in included classrooms has been debated for decades, children with special needs are to be educated with their general education peers with appropriate aids and supports (Individuals with Disabilities Education Act, 2004). While studies about the…