State administrators use many collaborative strategies to promote inclusionary practices and comprehensive services for all children (see table for details). For example, many state education agencies undertake collaborative activities with the Child Care and Development Fund (CCDF) to assure that young children with disabilities receive services in child care (see table for details). States have included special considerations for children with disabilities in their CCDF plans (see table for details) as well as accommodations for young children with special needs.
The National Conference of State Legislators has a searchable database that tracks related early care and education legislation from the 2008-2011 sessions. Issues include child care and child care financing, early childhood services, prekindergarten, professional development, home visiting, infants and toddlers, and financing early education. Search legislation by keywords "children with special needs or children with disabilities" for unique provisions.
The following are examples of ways in which states are developing comprehensive systems of services for all young children from which children with disabilities greatly benefit.
New Hampshire's PTAN Partnerships for Preschool Inclusion: Self-Evaluation Tool (September 2009) (PDF: 165kb) provides a framework for discussion that promotes partnerships among child care providers, special education representatives and families to improve the quality of services being provided to young children with special needs. The tool covers roles and responsibilities related to accessing services, planning and providing services as well as administrative support needed to support team effectiveness.
North Carolina's Smart Start is a comprehensive public-private initiative to help all children enter school healthy and ready to succeed. Children under the age of 6 years are provided access to high-quality and affordable child care, health care, and other critical services. (downloaded 9/16/10)
Pennsylvania's Preschool Inclusion Self-Evaluation (September 2009) (PDF: 170kb) , adapted from New Hampshire's self-assessment instrument, is organized according to the DEC/NAEYC Joint Position Paper with headings that reflect access, participation, and supports. The purpose of this self-evaluation tool is to provide a framework for discussion that promotes partnerships to benefit young children with special needs and their families.
Wisconsin's Department of Public Instruction works closely with the other early childhood providers on common goals through the Wisconsin Early Childhood Collaborating Partners (2010) to assure comprehensive services for all children in Wisconsin.