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Program Quality and Early Childhood Inclusion

Recommendations for Professional Development

University of North Carolina at Chapel Hill, virginia_buysse{at}unc.edu

Heidi L. Hollingsworth

University of North Carolina at Chapel Hill

This article advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion. There is consensus in the early childhood field about various components of program quality for young children in general, and a number of states now have program quality improvement systems in place to guide professional practice in this regard. However, there is a need to reach consensus on dimensions of program quality that define high quality inclusion and to reflect these dimensions in both program standards and professional development efforts. This article provides recommendations for how components of quality inclusion can be incorporated into professional development to ensure that practitioners are highly effective in serving every child and family, including those with disabilities.

Key Words: personnel preparation • inclusion • program evaluation • early education programs

This version was published on August 1, 2009

Topics in Early Childhood Special Education, Vol. 29, No. 2, 119-128 (2009)
DOI: 10.1177/0271121409332233


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