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Topics in Early Childhood Special Education
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Implementing Inclusive Early Childhood Education

A Call for Professional Empowerment

Leslie C. Soodak

Pace University

Elizabeth J. Erwin

Queens College of the City University of New York

Pam Winton

University of North Carolina-Chapel Hill

Mary Jane Brotherson

Iowa State University

Ann P. Turnbull

University of Kansas

Marci J. Hanson

San Francisco State University

Linda M. J. Brault

Sonoma State University

We present two scenarios involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.

Topics in Early Childhood Special Education, Vol. 22, No. 2, 91-102 (2002)
DOI: 10.1177/02711214020220020401
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S. Etscheidt
Least Restrictive and Natural Environments for Young Children With Disabilities: A Legal Analysis of Issues
Topics in Early Childhood Special Education, January 1, 2006; 26(3): 167 - 178.
[Abstract] [PDF]