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Improving Systems, Practices, and Outcomes

Research and Studies on Inclusion

Preschool Inclusion Survey

Fact Sheet of Preschool Inclusion Challenges and Solutions: A National Survey (2015)

This handout highlights challenges and solutions to preschool inclusion experienced by state and local education administrators.

Early Childhood Inclusion: Challenges and Strategies from the 2014 Preschool Inclusion Survey (2015)

This brief is based on a webinar sponsored by the Early Learning Challenge Technical Assistance (ELC TA) program.

Fact Sheets

Fact sheets can raise awareness, support planning, offer strategies, and clarify IDEA data and regulatory requirements for improving and increasing inclusive practices.

Fact Sheet of Research on Preschool Inclusion (2014)

This handout presents eleven evidence-based facts that support inclusive practices in the preschool. A single page Brief Fact Sheet of Research on Preschool Inclusion is also available.

Inclusion for Preschool Children with Disabilities: What We Know and Should Be Doing (2014)

This two page brief summarizes the history and evidence behind preschool inclusion.

NPDCI Research Syntheses

The following two research syntheses were produced by the National Professional Development Center on Inclusion (NPDCI), and provide brief descriptions and supporting references for evidence-based and promising practices that support early childhood inclusion

Selected Bibliography

  • Buysse, V., Goldman, B.D., & Skinner, M.L. (2002). Setting Effects on Friendship Formation among Young Children with and without Disabilities. Exceptional Children, 68(4), 503–517. https://doi.org/10.1177/001440290206800406
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213–221. https://doi.org/10.1177/027112140102100402
  • Diamond, K.E., & Huang, H-H. (2005). Preschoolers' ideas about disabilities. Infants & Young Children, 18(1), 37–46. https://doi.org/10.1097/00001163-200501000-00005
  • Frazeur Cross, A., Traub, E.K., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of Successful Inclusion for Children with Significant Disabilities. Topics in Early Childhood Special Education, 24(3), 169–183. https://doi.org/10.1177/02711214040240030401
  • Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S.R., & Winchell, B.N. (2009). Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms. Topics in Early Childhood Special Education, 29(3), 131–142. https://doi.org/10.1177/0271121409333796
  • Grisham-Brown, J., Schuster, J.W., Hemmeter, M.L., & Collins, B.C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10(2–3), 139–162. https://doi.org/10.1023/A:1016688130297
  • Holahan, A., & Costenbader, V. (2000). A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms. Topics in Early Childhood Special Education, 20(4), 224–235. https://doi.org/10.1177/027112140002000403
  • Innes, F.K., & Diamond, K.E. (1999). Typically Developing Children's Interactions with Peers with Disabilities: Relationships Between Mothers' Comments and Children's Ideas About Disabilities. Topics in Early Childhood Special Education, 19(2), 103–111. https://doi.org/10.1177/027112149901900204
  • Kasari, C., Freeman, S.F., Bauminger, N., & Alkin, M.C. (1999). Parental perspectives on inclusion: Effects of autism and down syndrome. Journal of Autism and Developmental Disorders, 29(4), 297–305. https://doi.org/10.1023/a:1022159302571
  • Lieber, J., Hanson, M.J., Beckman, P.J., Odom, S. L., Sandall, S.R., Schwartz, I.S., Horn, E., & Wolery, R. (2000). Key Influences on the Initiation and Implementation of Inclusive Preschool Programs. Exceptional Children, 67(1), 83–98. https://doi.org/10.1177/001440290006700106
  • Odom, S.L. (2000). Preschool Inclusion: What We Know and Where We Go From Here. Topics in Early Childhood Special Education, 20(1), 20–27. https://doi.org/10.1177/027112140002000104
  • Odom, S.L., Buysse, V., & Soukakou, E. (2011). Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives. Journal of Early Intervention, 33(4), 344–356. https://doi.org/10.1177/1053815111430094
  • Odom, S.L., Hanson, M.J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., Horn, E., Schwartz, I., Beckman, P., Hikido, C., & Chambers, J. (2001). The costs of preschool inclusion. Topics in Early Childhood Special Education, 21(1), 46–55. https://doi.org/10.1177/027112140102100104
  • Odom, S.L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M. J., Beckman, P., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological systems perspective. Journal of Research in Special Educational Needs, 4(1), 17–49. https://doi.org/10.1111/J.1471-3802.2004.00016.x
  • Odom, S.L., Zercher, C., Li, S., Marquart, J.M., Sandall, S., & Brown, W.H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98(4), 807–823. https://doi.org/10.1037/0022-0663.98.4.807
  • Okagaki, L., Diamond, K., Kontos, S., & Hestenes, L. (1998). Correlates of young children's interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67–86. https://doi.org/10.1016/S0885-2006(99)80026-X
  • Purcell, M.L., Horn, E., & Palmer, S. (2007). A Qualitative Study of the Initiation and Continuation of Preschool Inclusion Programs. Exceptional Children, 74(1), 85–99. https://doi.org/10.1177/001440290707400105
  • Rafferty, Y., & Griffin, K. W. (2005). Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Perspectives of Parents and Providers. Journal of Early Intervention, 27(3), 173–192. https://doi.org/10.1177/105381510502700305
  • Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The Impact of Inclusion on Language Development and Social Competence among Preschoolers with Disabilities. Exceptional Children, 69(4), 467–479. https://doi.org/10.1177/001440290306900405
  • Robertson, J., Green, K., Alper, S., Schloss, P. J., & Kohler, F. (2003). Using peer-mediated intervention to facilitate children's participation in inclusive child care activities. Education & Treatment of Children, 26(2), 182–197. https://www.jstor.org/stable/42899744
  • Soukakou, E. (2012). Measuring the quality of inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile. Early Childhood Research Quarterly, 27, 478–488 https://doi.org/10.1016/j.ecresq.2011.12.003
  • Strain, P.S., & Bovey, E.H. II. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133–154. https://doi.org/10.1177/0271121411408740
  • Strain, P.S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20(2), 116–122. https://doi.org/10.1177/027112140002000207
  • Venn, M.L., Wolery, M., Werts, M.G., Morris, A., DeCesare, L.D., & Cuffs, M.S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8(3), 277–294. https://doi.org/10.1016/S0885-2006(05)80068-7