Exploring Inclusion Pasts and Futures Instantiated in Early Childhood and Early Childhood Special Education Position Statements

• In Event: AERA Poster Session 9
  In Poster Session: Early Childhood Education Partners

Abstract

This paper presents findings from a qualitative, thematic analysis of position statements on inclusion from NAEYC, DEC and other nationally prominent organizations to examine shifts in perspectives on inclusion across time. This analysis sought to explore what these shifts may mean for how young children are advocated for and what guidance is provided to teachers, program leaders, teacher educators, as well as state and federal policymakers responsible for design and implementation of inclusion policies. Our findings support a shift in discourses around dis/ability that reflect a more open and responsive perspective towards inclusion.

Authors

• Katherine Kresin Delaney, University of Toledo

• Laurie A. Dinnebeil, University of Toledo