Inclusion of children with disabilities in early childhood classrooms with typically developing peers has become a primary service option in early childhood special education. In this paper, I briefly describe "what we know" from the literature about outcomes of inclusion, social integration patterns, placement, definition, quality, instruction, teacher attitudes, family attitudes, community participation, policy factors, and cultural influences. The concluding discussion addresses ongoing issues related to definition, quality, intensity and instruction, outcomes and goals, social integration, and costs and funding.
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