Longitudinal Outcomes of Inclusive Practice in Early Childhood Education

• In Event: Early Childhood Impacts

Abstract

With the use of district student data, a model of inclusive practice in early childhood education was examined. Data for 285 students with and without Individualized Education Plans (IEPs) were aggregated and examined over four years of special education service delivery. The social, emotional, academic, behavioral, and developmental gains resulting from this inclusive model were significant.

Authors

• Kristin Ann Brooks, Santa Clara County Office of Education

• Jan Weiner

• Nicol R. Howard, University of Redlands