Policy Ambiguity and Preschool Inclusion

• In Event: Early Childhood Policy across States

Abstract

Despite longstanding evidence supporting inclusive preschool programs for children with disabilities, national inclusion rates have remained stagnant for decades. This study explores whether state-level policy ambiguity influences these rates by analyzing the presence and strength of policies that define and support high-quality inclusive preschool environments. Drawing on Matland’s ambiguity-conflict model, this mixed-methods study uses data from NIEER’s 2024 State of Preschool Yearbook, IDEA Section 619 environment data, and Census demographic data. Preliminary findings suggest that few states meet comprehensive inclusion standards, and that policy clarity does not consistently predict inclusion rates. The research contributes to early childhood policy scholarship by examining how policy design may enable or hinder equitable preschool access for children with disabilities.

Author

• Karin Garver, Rutgers University