Teacher planning time is essential for ensuring individualized, intentional instruction for young
children with disabilities in community-based settings. The purpose of this study was to describe how preschool teachers plan classroom activities or events, how they describe procedures used to individualize instruction for children with disabilities, and challenges they face in planning effective, individualized instruction. Data were gathered through a written questionnaire completed by 453 teachers and a series of three focus groups. Findings offer initial descriptions of the planning processes of preschool teachers in relation to individualizing instruction, and suggest that planning for individualized instruction is a complex process. Study limitations, in terms of the sample and data collection methods, and suggestions for future research on teacher planning are discussed.
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