Improving Systems, Practices and Outcomes

Research and Studies on Inclusion

Quality Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources (2010)

PDF: Research Synthesis Points on Early Childhood Inclusion, NPDCI (2009)

Summary of key conclusions or "synthesis points" drawn from review of literature or research syntheses on early childhood inclusion.

WWW: Preschool Inclusion in the United States: a Review of Research from an Ecological Systems Perspective (2004), Sam Odom, et al.

High Quality Inclusion Opportunities for Preschool-Age Children with Disabilities, Project Forum at NASDSE (2005)

Proceedings document from a policy forum details ways to increase high quality inclusion opportunities for preschool-age children with disabilities, including resources and strategies.

Proposed Benefits of Preschool Inclusion (1994), Mark Wolery

This one-page table describes the benefits of inclusive preschool for children and families with and without disabilities, and their communities.

Research summaries from NECTAS Research-to-Practice Summit (July 1998)

Topical briefs from Me, Too! Inside Preschool Inclusion series (1998)

Links on this site are verified monthly. This page content was last updated on 02/20/2013 CF

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email:

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • OSEP's TA&D Network:IDEAs that Work