What Attributes do Educators Use to Assign Early Childhood Special Education Students to a Federal Classroom Setting (Inclusion vs. Non-inclusion

Inclusion and non-inclusion are two very common models used in the early childhood education profession. Given the two models, it is unclear currently how to decide what setting would best benefit a student. Is non-inclusion a better option for a student with social-emotional deficits? Or perhaps they would better benefit from typical peer models in an inclusive setting. The following research was designed to survey early childhood educators and ask what qualifications, strengths, and deficits would lead them to place a student in an inclusive early childhood classroom. With a small number of respondents, data showed that many educators seemed to have no preference as to what developmental area the strengths or deficits emerged. Further, educators seemed to be unclear as to what skill levels would determine a non-inclusive or inclusive preschool placement