This paper discusses and defines open education, preschool education and special education and the philosophy behind merging these three approaches. The paper attempts to show that each approach has unique contributions to make to the education of the young child with special needs. The role of teacher is discussed as well as aspects of learning and development that are stressed in these approaches. Many features are held in common. All three are concerned with fostering cognitive, affective and psychomotor development, a positive self-concept, independence and self-motivation. Implications for teacher education are discussed and competencies needed by teachers in a merged program are listed. Appendices include sections on themes and assumptions underlying open education; pedagogical characteristics of open education teachers at the primary level; goals of open, preschool and special education; play and young special needs children; competencies developed by the Massachusetts Early Education Council; competency areas for the generic special educator; and Child Development Associate (CDA) competencies.(MS)