Improving Systems, Practices and Outcomes

State Examples for Inclusion



  • PDF: Delaware Early Childhood Inclusion Guide (2019): Developed by the DE Department of Education in collaboration with the member agencies of the Early Childhood Inclusion Committee, this guide is organized into five sections that address policy, strategies for working with families, accommodations, modifications and supports, child find, and resources.


  • PDF: Prekindergarten Children with Disabilities: Expanding Opportunities for Providing Services (2008) is a guidance document for district-level administrators and Individual Educational Plan (IEP) teams, including families, about the critical steps to be considered when determining program decisions and the most appropriate service provision for preschool children with disabilities. Developed by the Bureau of Exceptional Education and Student Services Florida Department of Education, Technical Assistance and Training System Project in 2008.



  • PDF: Early Childhood Inclusion: For ALL Children in Louisiana (May 2012) developed by the Louisiana Department of Education is a guidance document that promotes the inclusion of children with disabilities in early childhood programs, based on the idea that every child is valued equally and deserves the same opportunities and experiences as those children who are non-disabled, and encourages supports through accommodations and/or modifications to ensure full and active participation of these children with typically developing children. This guide contains information about the benefits of inclusion, top misconceptions, terms and definitions, community resources, as well as IDEA citations and other references.



  • Nevada Early Childhood Inclusion Guidance Manual (2017) This guidance by the Nevada Department of Education for preschool teachers, administrators and service providers in all educational settings serving children ages 3-5. The intent of this manual is to inform early childhood service providers regarding inclusion and the impact of inclusive practices on both children with and without disabilities. Sections include information on braided funding, suspension and expulsion, embedded instruction, staffing patterns, and service delivery models.

New Hampshire

  • PDF: PTAN Partnerships for Preschool Inclusion: Self-Evaluation Tool (September 2009) 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

  • WWW: The North Carolina Preschool Inclusion Initiative, supported by the NC Early Learning Network, supports a cross-agency collaborative planning process that helps communities increase inclusive opportunities for young children with special needs ages three through five years. WWW: Inclusion resources include a DOC: Inclusion Planning Guide (2014) that outlines steps a collaborative leadership team would take to explore, develop, implement, and sustain an intentional plan for increasing inclusive opportunities for young children with disabilities within high quality early childhood programs, leading to increased positive child outcomes. WWW: Training modules are available.


  • PDF: Guidelines to Support the Early Intervention Process: Inclusion addresses services for children birth to five. The guidelines include legal requirements, suggest quality practices, and clarify activities related to inclusion for children age birth to five. This document is part of a series of guidelines that have been approved by the PA Departments of Public Welfare and Education, Office of Child Development and Early Learning.
  • Office of Child Development & Early Learning (OCDEL) Announcements (July 2017): After soliciting stakeholder input on the development of the two Announcements, OCDEL has released them as final Announcements:
  • PDF: Pennsylvania's Preschool Inclusion Self-Evaluation (July 2013), 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.

Rhode Island




  • WWW: Meaningful Inclusion in Early Childhood - a video developed by the WI Department of Public Instruction in collaboration with the Sun Prairie Area School District. The video shares the perspectives of parents and educators on the benefits of inclusion. Strategies for supporting meaningful inclusion are provided. (March 2018)

We encourage you to e-mail Kathy Whaley ( about natural environment/inclusion resources that you have available in your state.

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2020 ECTA Center

  • UNC Frank Porter Graham Child Development Institute