The development of inclusive programs for young children with disabilities requires early childhood special educators and early childhood educators to collaborate in an effort to develop and implement effective programs that meet the needs of all children. Developmentally appropriate practice (DAP) describes the guidelines that early educators have determined to be appropriate practice in early childhood programs. In this paper, appropriate practices in early childhood education (ECE) and early childhood special education (ECSE) are examined. The four major components of DAP (curriculum, adult-child interaction, relationships between home and program, developmental evaluation) are used as the framework for analyzing the differences and similarities of recommended practice in ECE and ECSE. The paper concludes with a discussion of how important practices within ECSE fit within the framework of DAP.
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