Participation in General EC Programs

Being meaningfully included as a member of society is the first step to equal opportunity and is every person’s right – a right supported by our laws. Research indicates that early childhood inclusion is beneficial to children with and without disabilities. In addition, meaningful inclusion can support children with disabilities in reaching their full potential resulting in broad societal benefits, including higher productivity in adulthood and fewer resources spent on interventions and public assistance later in life.

It is well documented that the beginning years of children’s lives are critical for building the early foundations of learning and wellness needed for success in school and later in life. During these years, children’s brains develop rapidly, influenced by the experiences they share with their families, teachers, peers, and communities. Like all children, it is critical for children with disabilities to engage in positive relationships and be exposed to a variety of rich experiences where they learn aside their peers in the context of play and everyday interactions. In partnership with families, high-quality early childhood programs can facilitate the experiences that foster learning for all children.

If young children with disabilities are to enter kindergarten with the early readiness skills that serve as the foundation for all learning, they must not only have access to high-quality early childhood programs but receive the necessary supports embedded into their daily classroom activities. To learn more about Rhode Island’s Itinerant Early Childhood Special Education (RI IECSE) Service Delivery Model see below.

Itinerant Early Childhood Special Education (IECSE) is a research based service delivery model for providing special education services to young children with disabilities within general early childhood environments. It serves as an alternative to the provision of services within separate settings, classes or schools. The IECSE model allows young children with disabilities to actively participate in all classroom based activities by embedding the necessary supports, services, and interventions.

New Back to School RI: Guidance for Implementing the Itinerant Early Childhood Special Education (RI-IECSE) Service-Delivery Model

Back to School RI: Guidance for Implementing the Itinerant Early Childhood Special Education (RI-IECSE) Service-Delivery Model support districts in planning for a variety of scenarios, as well as the shift between settings as state, local, and private early childhood policies change due to the COVID crisis.

• Measuring the Quality of Inclusion: The Inclusive Classroom Profile (FPG)

• OSEP’s Updated Dear Colleague Letter on Preschool LRE

• Partnerships for Inclusion: Ensuring Access to High-Quality Evaluations and Services
• Federal Policy Statement on Early Childhood Inclusion
• Inclusive Practices Tip Sheet
• Brief Inclusion Fact Sheet
• IDEA Provisions Supporting Preschool Inclusion
• Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)
• Bright Stars-Choosing Quality Early Care and Education
• New RI Recommendations for Ensuring Successful Participation in Early Childhood Programs: Meeting the Social Emotional Needs of RI's Youngest Learners
• New Start with Equity: Expanding Inclusive Learning