Preschool inclusion. What we know and where we go from here. Topics in Early Childhood

Inclusion of children with disabilities in early childhood classrooms with typically developing peers has become a primary service option in early childhood special ed-ucation. In this paper, I briefly describe "what we know " from the literature about outcomes of inclusion, social integration patterns, placement, definition, quality, in-struction, 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. Inclusion of preschool-age children with disabilities in classroom settings with typically developing peers is a relatively recent phenomenon. Although written about since the early 1970s (Allen, Benning, & Drummond, 1972; Bricker & Bricker, 1971), it only emerged as a ma-jor service alternative for children and families in the 1990s. Inclusion has now, however, become a mainstay in the field of early childhood special education. By recent counts, over 50 % of all preschool children with disabil-ities who are receiving services are in some form of in-clusive setting (U.S. Department of Education, 1998). This movement from traditional special education programs, which were originally built on a downward extension of special education designed for school-age children to preschool-age children, to programs in which children with disabilities are surrounded by typically developing peers, is continuing to move forward. Many policy mak-ers and administrators in school systems now identify in-clusion as the first service alternative for young children with disabilities, rather than a service provided because of parental advocacy. At times, it may appear this important movement for children and families is being propelled by emotion, advocacy, and accelerating momentum rather than being guided by what we know about inclusive programs and issues that may shape the future. In this paper, I will of-fer my reflections (and, when noted, those of colleagues) about what we know about inclusion at the preschool level and speculate on five themes that may shape the fu-ture of inclusive programs and services for children with disabilities