Part I: Educational practices that apply to all learners in early childhood settings

Providing access for children with disabilities to a wide range of learn¬ing opportunities, activities, settings, and environ¬ments is a defining feature of high quality early childhood inclusion. Many preschoolers with disabilities receive their IEP/Extended IFSP services in community early childhood settings with their typical peers with simple modifications and supports that benefit all children such as:

• Flexible structure and consistent routines keep young children interested and occupied.
   
• Developmentally appropriate practices (e.g., limiting sitting time and interspersing it with movement and singing) avoids taxing children’s attention span.
   
• Instruction and support in developing interpersonal skills (e.g., initiating interactions, making friends, and communicating emotions) prepare children to successfully negotiate social situations.
   
• Consistent positive feedback from teachers encourages children to behave in desirable ways (Kern, undated).

Application of the following practices and frameworks helps ensure that every young child has access to learn¬ing environments that incorporate evidence based practices in the curriculum throughout daily routines and activities.

Developmentally appropriate practice

Keys to embedding DAP
 

Universal Design

Universal Design of Learning

Universally designed toys
 

Promoting the social/emotional development of all children