2.7: Inclusion of Young Children with Disabilities

Inclusion is the practice of educating young children with and without disabilities together in the same early childhood settings. However, inclusion is not simply placing a child in a classroom; it is full participation and membership in the learning community. High-quality inclusive programs are intentional, collaborative, and reflective, grounded in research and supported by a system of aligned policies and practices. According to the Division for Early Childhood and the National Association for the Education of Young Children (2009), effective inclusion includes three defining features: access, participation, and supports.

• Access refers to providing children with a wide range of learning opportunities and environments, including modifications to materials and spaces to ensure full participation.
• Participation involves using individualized instructional strategies to support engagement in routines and activities.
• Supports include both system-level supports (such as professional development) and individualized supports (such as assistive technology or peer-mediated interventions). Inclusive classrooms may use co-teaching models, embedded instruction, peer interactions, and universal design for learning (UDL) to meet the diverse needs of all learners.

Inclusion: What it Is vs. What it Is Not

What Inclusion Is	What Inclusion is NOT
Individuals with and without disabilities learning together	Individuals with disabilities placed in separate settings
Individualized supports embedded in daily routines	One-size-fits-all instruction or isolated interventions
Collaboration among teachers, specialists, and families	Working in silos without shared goals or communication
Participation in all classroom activities with peers	Observing from the sidelines or only engaging with adults
A commitment to belonging, equity, and access	Compliance-focused placement without meaningful inclusion

Research Foundations for Inclusion

Research consistently shows that inclusion benefits both children with and without disabilities. Children with disabilities in inclusive classrooms make gains in language, social interaction, and cognitive development, while their peers demonstrate increased empathy, acceptance, and leadership skills (Odom et al. 2011; Strain and Bovey 2011). Moreover, inclusive education reflects a commitment to equity and human rights, ensuring all children are valued members of the learning community.

Inclusive environments also promote continuity of care and alignment with developmentally appropriate practice (DAP), helping young children transition more smoothly between early learning settings and later schooling.

Roles and Responsibilities of Teachers in Inclusive Classrooms

• Individualizing instruction to meet diverse learning needs using strategies like differentiated instruction and UDL.
• Collaborating with specialists (e.g., speech-language pathologists, occupational therapists) and families to implement IEPs or IFSPs.
• Facilitating peer interactions that support social development and promote friendships.
• Using positive behavior supports to create predictable, nurturing environments.
• Participating in ongoing professional development to deepen their understanding of inclusive practices.
• Advocating for inclusion within their programs and communities.

​While inclusion is widely supported by policy and research, implementation remains inconsistent. Barriers include limited teacher training, inadequate funding, and varying definitions of inclusion across states and programs. The U.S. Departments of Education and Health and Human Services (2015; updated 2023) issued a joint policy statement urging states and programs to improve young children’s access to inclusive high-quality early learning opportunities. Some states, including Illinois (Illinois State Board of Education, 2015), also have their own vision statement or policy statements related to inclusion of children with disabilities in early learning environments.

Indicator 6 of State Performance Plans and Annual Performance Reports

Indicator 6 of the Individuals with Disabilities Education Act (IDEA) is one of several key accountability measures monitored nationally by the U.S. Department of Education’s Office of Special Education Programs (OSEP). Indicator 6 specifically assesses the extent to which preschool children aged 3 through 5 with Individualized Education Programs (IEPs) receive special education and related services in inclusive settings. This indicator examines the percentage of children who attend regular early childhood programs and receive the majority of their services there (6A), compared to those served in more restrictive environments such as separate special education classes, schools, or residential facilities (6B), or in the home (6C). States are required to collect and report this data annually through their State Performance Plan (SPP) and Annual Performance Report (APR). Monitoring Indicator 6 helps ensure that states comply with the Least Restrictive Environment (LRE) mandate of IDEA, which promotes the inclusion of children with disabilities alongside their typically developing peers to the maximum extent appropriate. National oversight allows for the identification of trends, support needs, and progress toward equity in early childhood education services across states.

Indicator 6 is divided into three sub-indicators:​

• 6A: Children attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.​
• 6B: Children attending a separate special education class, separate school, or residential facility.​
• 6C: Children receiving special education and related services in the home.​

According to IDEA Part C Annual Performance Reports, states must report on several indicators, including Indicator 6A, 6B, and 6C, which focus on the settings in which infants and toddlers receive services. Indicator 6A reports on the percentage of children receiving services in the home, 6B reports on services in community-based settings like childcare centers, and 6C captures services delivered in other settings (U.S. Department of Health and Human Services and U.S. Department of Education 2023).

Illinois, along with many other states, continues to demonstrate a strong commitment to preschool inclusion, as reflected in its performance on Indicator 6 of the Individuals with Disabilities Education Act (IDEA). Data from the Office of Special Education Programs (OSEP) show that Illinois has consistently demonstrated high percentages for 6A, with over 90% of eligible children receiving services in their homes (U.S. Department of Health and Human Services and U.S. Department of Education 2023). However, Illinois tends to report slightly lower on 6B compared to national averages, suggesting fewer children receiving services in community settings. Illinois’ performance on 6C remains low, which aligns with federal goals to limit service delivery in segregated or noninclusive environments.

Compared to other states, Illinois ranks above average on 6A and near the national average for 6B. These targets reflect Illinois' dedication to enhancing inclusive practices in early childhood education. The state's initiatives, such as the Preschool for All program and collaborations with organizations like the Early Childhood Technical Assistance Center (ECTA), further underscore its leadership in promoting inclusive preschool environments.​ States such as Massachusetts and Colorado also show strong performance in integrating early intervention into natural and inclusive community settings (U.S. Department of Health and Human Services and U.S. Department of Education 2023), which can serve as models for Illinois to further enhance service access and family engagement.

For the most current and detailed data on Illinois's performance on IDEA Indicator 6, stakeholders are encouraged to consult the Illinois State Board of Education (ISBE) or the Illinois Department of Human Services (IDHS). More information on State Performance Plans and Annual Performance Plans, as well as specific indicators can be found here in this training module from Early Childhood Technical Assistance Center.