This paper describes multiple forms of inclusion for preschool children with and without disabilities. Researchers used a range of qualitative and quantitative methods to create case studies and summaries of 16 inclusive programs from 4 regional locations in the U.S. These programs varied on the 2 dimensions of organizational context and individualized service delivery models. Organizational contexts included community-based child care, Head Start, 3 public school contexts, and dual enrollment. The individualized service models that programs followed were itinerant-direct service, itinerant-collaborative consultative, team teaching, early childhood, early childhood special education, and integrative or inclusive activities.
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