National Guidance
Inclusion and LRE for young children has its origins in the Individuals with Disabilities Education Act (IDEA). We know from research and best practice that high quality inclusion in early childhood leads to social and education benefits for each and every child.
In addition to IDEA we have specific guidance:
- OSEP Dear Colleague Letter on Preschool Least Restrictive Environments (LRE) January 9, 2017 The Dear Colleague letter (DCL) published by the Office of Special Education Programs (OSEP) reaffirms the U.S. Department of Education’s position that “all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to enable them to meet high expectations”
- The U.S. Department of Education and the U.S. Department of Health and Human Services policy statement on inclusion of young children with disabilities in high-quality inclusive early childhood programs on September 14, 2015. An executive summaryis also available.
National Early Childhood Organizations Supporting Inclusion
National Association for the Education of Young Children
NAEYC Developmentally Appropriate Practices position statement and book reflect new research that underscores the importance of social, cultural, and historical contexts of development and elevates the need for active engagement through play, exploration, and inquiry in ways that support the whole child.
DEC/NAEYC Joint Position Statement
A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) on Early Childhood Inclusion was written in 2009. The statement has a definition of inclusion and recommendations.
DEC Recommended Practices
The DEC Recommended Practices bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.