Inclusion: The Role of the Program Administrator

The following disability-related federal laws are important to know about when meeting the needs of young children with disabilities in child care, Head Start, or other early childhood programs:

The Individuals with Disabilities Education Act (IDEA) ensures that all children and youth with disabilities have access to a free, appropriate public education.
Section 504 of the Rehabilitation Act prohibits discrimination against children and adults on the basis of a disability by any program or activity receiving federal financial assistance.
The Americans with Disabilities Act (ADA), a federal civil rights law, states that people with disabilities are entitled to equal rights in employment, state and local public services, and public accommodations, such as schools and early childhood programs, including child care centers, Head Start programs, and family child care homes.

The following challenges are typical in efforts to include children with disabilities in early childhood programs:

Collaboration. Issues arise between school districts and early intervention programs that receive funding and other resources to educate children with disabilities and child care or Head Start programs where children with disabilities are served.
Training and experience of child care personnel. Most child care personnel worry that they do not have the knowledge and expertise to serve children with disabilities.
Beliefs and attitudes. Fears and inadequate or misleading information can contribute to child care personnel and families being reluctant to include children in child care settings.

The following strategies may help administrators overcome these challenges to inclusion:

Administrators can communicate to staff that, as supported by research, high quality inclusive practices yield positive child outcomes.
Administrators can use the research and experience of other successful inclusive efforts to build support for inclusion
Community planning teams composed of school districts, child care, Head Start, families, and others can be formed to plan how to make inclusion work and to develop cooperative agreements for sharing information and resources and for contracting or arranging for consulting services and shared training.
Administrators can shape the beliefs and attitudes that are critical

Where Do I Find Information on Implementing This Practice?

See the CSEFEL Web site (http://csefel.uiuc.edu) for additional resources.

ADA Information Center
Phone: 800-949-4232
Email: adainfo@transcen.org
ADA Information Line
U.S. Department of Justice
Phone: 202-514-0301
TDD: 202-514-0383
Web Site: http://www.usdoj.gov/crt/ada/infoline.htm

Child Care Law Center
221 Pine Street, 3rd Floor
San Francisco, CA 94104
Phone: 415-394-7144
Fax: 415-394-7140
Web Site: http://www.childcarelaw.org

Division for Early Childhood (DEC)
634 Eddy Avenue
Missoula, MT 59812
Phone: 406-243-5898
Fax: 406-243-4730
Web Site: http://www.dec-sped.org
Email: dec@dec-sped.org

National Association for the Education of Young Children (NAEYC)
1509 16th Street NW
Washington, DC 20036-1426
Phone: 800-424-2460 or 202-232-8777
Web Site: http://www.naeyc.org
Email: naeyc@naeyc.org

National Early Childhood Technical Assistance Center (NECTAC)
Campus Box 8040, UNC-CH
Chapel Hill, NC 27599-8040
Phone: 919-962-2001
TDD: 919-843-3269
Fax: 919-966-7463
Web Site: http://www.nectac.org

National Child Care Information Center (NCCIC)
Including Children With Disabilities in Child Care
Web Site: http://www.nccic.org/poptopics/includingchildren.html

National Information Center for Children and
Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013-1492
Phone: 800-695-0285 or 202-884-8400 (Voice/ TTY)
Fax: 202-884-8441
Web Site: http://www.nichcy.org
Email: nichcy@aed.org

Nation’s Network of Child Care Resource & Referral (NACCRRA)
1319 F. Street NW
Suite 500
Washington, DC 20004-1106
Phone: 202-393-5501, ext. 110
Web Site: http://www.naccrra.org

Office of Special Education Program (OSEP)
U.S. Department of Education’s Office of Special
Education and Rehabilitative Services (OSERS)
330 C Street SW
Mary E. Switzer Building
Washington, DC 20202
Web Site: http://www.ed.gov/about/offices/list/osers

U.S. Department of Justice-Civil Rights Division
Web Site: http://www.usdoj.gov/crt/ada/childq&a.htm

Sandall, S., & Ostrosky, M. (Eds.). (2000). Young Exceptional Children monograph series no. 2: Natural environments and inclusion. Longmont, CO: Sopris West.

Wolery, R. A., & Odom, S. L. (2000). An administrator’s guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.

September 2004

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This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

We welcome your feedback on this What Works Brief. Please go to the CSEFEL Web site (http://csefel.uiuc.edu) or call us at (217) 333-4123 to offer suggestions.