The number of young children with special needs included in classrooms with typically developing peers is on the rise. Children with special needs are now being served in a variety of community-based settings such as and child care, Head Start, and Voluntary Prekindergarten (VPK) programs, as well as district general and special education classes. Special education services are also provided on an itinerant basis in settings other than school buildings. In order for inclusionary practices to be successful, planning for the appropriate level of support for the child and teacher is an important part of the decision making process. Inclusion is more than just a change of the educational setting, it also entails providing supports and services for children, teachers and families to ensure success.
This page contains documents that provide information specific to inclusion. The documents include planning documents, position papers, power point presentations, meeting handouts, and technical assistance papers.
This page contains a list of web links to sites that provide information specific to inclusion. A summary of the information available on the site is given.
This page contains a list of references that are specific to inclusion. The references include books, handbooks, and articles from professional journals.
The TATS eUpdates listed here are intended to provide current information related to best practices or trends in the education of young children with special needs in the area of curriculum and instruction.
This page contains recordings of webinars held for the Curriculum & Instruction Community of Practice.