Key Influences on the Initiation and Implementation of Inclusive Preschool Programs

Abstract

Inclusion is a challenging educational practice to implement at the preschool level. We interviewed early childhood teachers, related services providers, program directors, and state-level administrators in 18 public schools, Head Start, and community-based programs in four geographical regions across the United States. Interviews were analyzed to determine factors that were facilitators of or barriers to the development of inclusive preschool programs and to describe where inclusion began for each of the programs. Key personnel was the strongest facilitator of inclusion across all programs. Other important influences were the provision of training and external support, holding a shared vision, and the impact of national and state policies.